Alcohol education in Ugandan primary schools: teaching approaches and learners’ perspectives
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Background
Alcohol use is a major health concern in Uganda, affecting children and adolescents directly through their own consumption or indirectly through other’s drinking. Schools have an opportunity to improve knowledge and address attitudes towards alcohol. While curriculum-based alcohol education is a widely used educational approach, there is limited research on its delivery and effectiveness in Ugandan primary schools. This study explored teachers’ and learners’ perspectives on alcohol education in Ugandan primary schools, focusing on teaching methods and key content areas.
Methods
This qualitative study was conducted in six purposively sampled primary schools in Mbale, Eastern Uganda. We conducted two focus group discussions in each school, a total of twelve, with 7–8 learners per group, aged 11–13 and a total of twelve key informant interviews with the teachers. The data was coded in NVivo and analysed using reflexive thematic analysis.
Results
Alcohol education was primarily integrated into science lessons in Ugandan primary schools. Four main topics were covered during the lessons: what alcohol is and how it is made; the effects of alcohol use; why people drink; and, how to avoid it. The dangers of alcohol use were strongly emphasized by the teachers and the children were advised to avoid places and people including children that use alcohol. Teachers often used moralising and didactic methods of teaching to underline their message against alcohol use.
Conclusion
This study shows that teachers considered alcohol education as an important topic aiming to teach children about the dangers and negative effects of alcohol use.
