Parents’ and teachers’ perspectives on the barriers to spectacle uptake among learners in the Free State, South Africa

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.