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Main Article Content
Parents’ and teachers’ perspectives on the barriers to spectacle uptake among learners in the Free State, South Africa
Xolani Nyathela
Urvashni Nirghin
Naimah Ebrahim Khan
Abstract
Background: Parents’ and teachers’ awareness of their children’s visual challenges is critical in curbing the deleterious effects of uncorrected refractive errors (UREs), especially on their learning capabilities.
Aim: This study aimed to determine the barriers to the uptake of spectacles according to the parents or guardians and teachers of high school learners in the Free State province.
Setting: Free State province, South Africa.
Methods: A quantitative, descriptive, cross-sectional study using a survey method was conducted among teachers and parents of learners diagnosed with UREs during earlier phases of the research, which are not reported in this publication. Participants self-administered questionnaires adapted to the Free State province.
Results: A total of 132 parents and 23 teachers participated in this study. Red eyes were identified as an eye-related problem by 20.5 % parents and 39.1 % teachers, double vision by 24.2 % parents and 30.4 % teachers, while tearing eyes was identified by 30.4 % parents and 39.1 % teachers. About 60 % parents did not know how far optometrists were, 55.7 % were unemployed, and 3.8 % had healthcare insurance. Only 8.8 % and 4.4 % of teachers associated spectacle wear non-compliance with lower self-confidence and poorer academic performance, respectively. A total of 9.1 % parents and 8.7 % teachers perceived spectacles as bad for the eyes. Also, 68.2 % parents had never taken their children for an eye examination before.
Conclusion: Parents’ and teachers’ lack of awareness and/or knowledge of eye-related problems adversely impacted the uptake of spectacles. Contribution: The affordability, availability, and accessibility of eye care services presented as obstacles to the uptake of spectacles for parents.
