“We talk about the dangers”: exploring teachers’ and learners’ perspectives on alcohol education in Ugandan primary schools

adolescents are affected through own or other’s drinking. Schools have an opportunity to address this issue. 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 aimed to explore the teachers’ and learners’ perspectives and teaching methods on alcohol education used in Ugandan primary schools. Methods: This was a qualitative study which enrolled six schools from Mbale, Eastern Uganda. We conducted twelve key informant interviews with teachers and twelve focus group discussions with the learners aged 11-13 years. The data was coded in NVivo and analysed using reflexive thematic analysis. Results: Alcohol as a topic was taught during science classes 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: To our knowledge this is the first study to describe alcohol education in primary schools in Mbale district, Uganda. 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.