Knowledge of school teachers in recognition of early Signs of selected nutritional deficiencies amongChildren aged 5-14 years

Abstract

Nutritional deficiencies remain an important public health concern among school-aged children and can adversely affect physical growth, cognitive development, learning ability, academic performance, and overall health. Since children spend a substantial proportion of their daily lives in school, teachers are strategically positioned to observe changes in their physical appearance, behaviour, activity, and academic functioning. Adequate knowledge among schoolteachers regarding the early signs of common nutritional deficiencies may therefore facilitate timely identification, referral, and appropriate intervention. The study aimed to assess the knowledge of schoolteachers regarding the recognition of early signs of selected nutritional deficiencies among children aged 5–14 years and to determine the association between teachers’ knowledge scores and selected demographic variables. A descriptive, non-experimental research design was adopted. The study was conducted among 100 schoolteachers working in selected schools at Kolar, Karnataka. Participants were selected using a convenience sampling technique. Data were collected using a structured knowledge questionnaire consisting of 40 items covering general concepts of nutritional deficiencies, protein-energy malnutrition, vitamin A deficiency, anaemia, and iodine deficiency disorders. Descriptive and inferential statistics were used for data analysis. The overall mean knowledge score of the schoolteachers was 25.55 out of a maximum possible score of 40, corresponding to a mean percentage of 63.87%, with a standard deviation of 3.276. Most participants (84%) had a moderate level of knowledge, whereas 16% demonstrated adequate knowledge; none were classified as having inadequate knowledge. Among the assessed domains, the highest mean percentage score was observed for iodine deficiency (71.12%), followed by general concepts (70.00%), anaemia (69.00%), and protein-energy malnutrition (64.54%). The lowest knowledge score was observed for vitamin A deficiency (49.44%). A statistically significant association was identified between knowledge scores and age (p = 0.044), place of residence (p = 0.015), educational qualification (p = 0.018), and monthly income (p = 0.028). No significant association was observed with gender, religion, marital status, number of children, family type, dietary pattern, professional experience, previous information, or source of information. The findings indicate that the majority of schoolteachers possessed a moderate level of knowledge regarding the recognition of early signs of selected nutritional deficiencies among school-aged children. The comparatively lower knowledge regarding vitamin A deficiency highlights an important educational gap. Structured educational initiatives and appropriate informational resources may strengthen teachers’ ability to recognize early warning signs and facilitate timely referral of children requiring further nutritional and health assessment.