Potentials of teachers as support intervention for reducing obesity among primary schools in the Cape Coast Metropolis

Abstract

The prevalence rate of child obesity has increased globally, including developing countries such as Ghana. The use of teachers as implements of change to combat child obesity seem to be a useful idea since teachers have direct interaction with children for substantial amounts of time each day. Yet, there is no study that has evaluated the use of teachers in managing child obesity in Ghana. This study sought to investigate the intervention strategies that can be adapted by teachers in reducing childhood obesity among primary school pupils in Cape Coast. Survey research design was used to collect data using a multistage sampling technique from teachers (n=133) and students (n=317) in the Cape Coast Metropolis in Ghana. Content validated questionnaire was used for data collection. Results were analyzed using descriptive statistics with bootstrapping. The results of the study revealed that about 5% of school children were obese and 9% of them were at risk of obesity or overweight. Additionally, teachers had ‘good’ perception (mean=3.01; SD=0.76) about child obesity, and identified dietary behaviour of children as the key determinant of obesity among the pupils. Although teachers were aware of some intervention strategies they could use in helping children with obesity, they identified some challenges that could hinder their progress such as; financial constraints, lack of time, and also lack of support from parents and pupils. It is recommended that stakeholders interested in preventing childhood obesity should support teachers to be involved in implementing strategic interventions toward the reduction of childhood obesity.