Primary school teachers' knowledge and practices to childhood epilepsy in Kilombero district, Tanzania

Background: Like many other countries, Tanzania has been facing challenges on managmg childhood epilepsy. Fifty million people globally have active epilepsy and prevalence rates of epilepsy worldwide vary from 2.8 to 19.5 per 1,000 people of the general population. Various srudies have shown that epilepsy seems to be more frequent in those .ess than 10 years old including school children. Worldwide, 60-90% of people with epilepsy receives no treatment and is inadequately treated. Objective: The broad objective of this study was to assess the awareness of childhood epilepsy among Primary School Teachers at Kilombero District, Tanzania. Study design, population and setting: A descriptive cross sectiona. study was conducted .nvolving 151 primary school teachers at Kilombero District- Morogoro, Tanzania. Methods: A cross-sectional study was conducted. The results grve an overview of teachers understanding and practice about epilepsy during their class hours and in the community. Ethical clearance to conduct this study was granted by the Directorate of Research and Publications committee of Muhimbili University of Health and Allied Sciences. Permission to conduct the study was obtained from the Regional Administration Secretary for MODgorO Region. Data was obtained using a checklist for assessing the Primary School Teachers' knowledge and practices pertaining to childhood epilepsy at Kilombero District, Tanzania. Demographic data of teachers, Age, Sex, Education level, and teaching experience were determined. Results: About 151 individuals were interviewed of which 57 (37.7%) were male. Their age of the sample ranged from 18 to 59 years. Majority of the respondents (55 6%) were between 18 to 29 years. Seven (4.6%) individuals had primary education, 132 (87.4%) secondary education and the rest 12 (8%) had tertiary education. Up to (60.9%) had at least some aspect of knowledge on childhood epilepsy. The present study also found that, about (17%) of .he respondents had poor knowledge on epilepsy. Some teachers declared that epilepsy was cortagious and (21.8%) is a ix curable disease. The majority of the respondents (79.0%) prefer for hospital treatment. This was followed by (18%) who choose for traditional medicine, (3 %) did not know a specific treatment for epilepsy and the rest (0%) did not mention about sending epileptic children to the spiritual healers. Almost all teachers heard about epilepsy yet could not demonstrate how they would care for epilepsy care of the disease among the pupils. The present study shows that there was significant difference between those individuals with less teaching experience and those with longer teaching experience with regard to having cared for an epileptic child (X2 =6.772, df = 2, P <'0.034). Conclusion: There is a need for teachers' educational programmes aimed at encouraging school teachers to have knowledge about handling a child with epilepsy. Teachers' college curriculum should also include special programmes for childhood epilepsy. This study results will help specialist Mental Health Nurses at all level to conduct training for school Teachers in Tanzania. Nurses play an important role as they have an understanding of seizures and medications such as antiepileptic drugs AEDs. Together with school Nurses, Teachers should be able to handle epileptic seizures, understand how AEDs are provided to epileptic child, deciding when to refer and make sure a child is on hislher daily prescribed medication. Due to the fact that Nurses are competent on appropriately handling epileptic seizures, they are likely able to provide the necessary information on handling seizures in educational setting, teachers in guidance and workshops