A School Based Educational Intervention to Assess and Improve Knowledge on Postural Habits Among Young Adolescents in Enugu, Nigeria: A Quasi-experimental Study

Objective Poor postural habits among school children remain a pressing concern, especially during routine academic and home activities. Many adolescents adopt inappropriate postures due to the absence of formal education on ergonomic principles and back care, placing them at risk for future musculoskeletal issues. This study evaluates the effectiveness of structured school-based educational intervention on improving knowledge of postural habits among adolescents in Enugu, Nigeria. Methods A quasi-experimental design was used, involving 200 secondary school students divided into intervention and control groups. Standardized tools such as the Extended Nordic Questionnaire, Q-BAPHYP, and HEBACAKNOW/HEBACAKNOW-PAE were used to assess back health and postural knowledge. Baseline data were collected one week prior to the intervention, and follow-up data were gathered three weeks post-intervention. Anthropometric measurements were also taken. Data were analyzed using descriptive statistics, paired t-tests, and independent t-tests. Results Results revealed a significant improvement in the intervention group’s knowledge levels. Mean scores for knowledge on physical activity and exercises rose from 17.84 ± 2.28 to 23.28 ± 1.75, and scores for daily life postural activities increased from 32.36 ± 3.43 to 42.90 ± 2.28. The control group showed only marginal changes. Statistical analysis confirmed significant differences in knowledge both within the intervention group and between the intervention and control groups post-intervention (p < 0.0001). Conclusion In conclusion, the educational intervention effectively enhanced postural knowledge among adolescents. These findings support incorporating back care education into school programs as a proactive strategy to foster early postural awareness and prevent future musculoskeletal disorders.