Knowledge and response of school teachers towards asthma exacerbation among school children in two arab countries

Abstract

Introduction: Asthma is a prevalent chronic respiratory condition among school children worldwide, necessitating effective management and support in educational settings. The role of school teachers becomes crucial in identifying and responding to asthma exacerbations. Objective: This study aimed to assess the knowledge and response of school teachers towards asthma exacerbation in Egypt and Saudi Arabia. Methods: A cross-sectional analytical study design was employed, involving the distribution of a self-administered questionnaire to 384 teachers selected from different schools in both countries. The questionnaire encompassed various aspects, including background information, asthma knowledge, and teachers' response to acute exacerbations, availability of asthma care resources, and myths and alternatives for treatment. Results: The study revealed that 55.2% of participating teachers demonstrated good knowledge about asthma. However, knowledge gaps were evident, particularly concerning asthma prevalence, triggers, and management. Additionally, variations were noted in identifying critical indicators of asthma exacerbation. Marital status, employment at private schools, family history of asthma, and previous encounters with asthmatic patients were associated with higher knowledge levels. Conclusion: Although a significant proportion of school teachers in Egypt and Saudi Arabia have good knowledge about asthma, there are still notable areas of knowledge gaps. This highlights the need for targeted educational programs and interventions to enhance teachers' understanding of asthma and its exacerbations.

Keywords

• Asthma exacerbation
• Asthma management
• Educational interventions
• Knowledge
• School preparedness
• School teachers