Understanding Vision Impairment: A Comprehensive Study of Uncorrected Refractive Errors among Primary School Teachers and Pupils in Nongowa Chiefdom, Kenema District, Sierra Leone

Abstract

Introduction: Uncorrected Refractive Error (URE) is a major concern globally, particularly in developing nations like Sierra Leone, where limited access to eye care services poses challenges. Aim: This study, conducted in Nongowa Chiefdom, Kenema District, Sierra Leone, aimed to investigate the prevalence of URE and associated knowledge, attitudes, and practices among primary school pupils and teachers. Methods: Descriptive cross-sectional designs, incorporating both qualitative and quantitative methods were used. A structured survey questionnaire and visual acuity screening tools were used to assess uncorrected refractive errors among 692 randomly selected participants, data analysis involved descriptive statistics and qualitative content analysis. Results: The study involved 374 pupils and 318 teachers from 145 public and 14 private schools, uncorrected refractive error prevalence was 66%, with hypermetropia most prevalent and blindness at 0.13%. Girls contributed 29% of cases compared to boys' 25%. Ages 5-17 were most affected. Public schools accounted for 91% of cases, with peri-urban areas contributing 24% and urban areas 76%. Economic status and education influenced prevalence. Teachers played a crucial role in promoting eye health education. Economic factors may have influenced observed differences in refractive errors. Conclusion: The study highlighted the multifaceted nature of URE, involving demographic, economic, and educational factors. Addressing these complexities through targeted interventions is crucial for mitigating the burden of visual impairment in the region.