From Classrooms to Communities: Strengthening Public Health Education in Nigerian Schools to Address Gaps in Hygiene, Disease Prevention, and Health Literacy
Eniola Phebe Ayeni *
Department of Educational Management, University of Ibadan, Nigeria.
Nwankwu Marycynthia Chinaza
Department of Biology Education, University of Nigeria Nsukka, Nigeria.
Asife Uchenna Eucharia
Department of Medical Rehabilitation, University of Nigeria, Nsukka, Nigeria.
Ilesanmi Olawale Johnson
Department of Pharmaceutical Services, Lagos State University Teaching Hospital, Ikeja, Nigeria.
Emmanuel Ogheneovo Sodje
Department of Leadership and Management in Education, University of Hull, England, United Kingdom.
Tobi Olasunkanmi Olaoye
Department of Veterinary Medical Sciences, University of Bologna, Bologna, Italy.
Valentine Uchenna Oluchukwu
Department of Medical Laboratory Science, University of Nigeria, Nigeria.
George Taiwo Dosu
Laboratory Services, Haematology and Blood Transfusion Department, Lagos University Teaching Hospital, Nigeria.
Oladimeji Samson Onifade
Department of Medicine and Surgery, College of Medicine, University of Ibadan, Nigeria.
Gabriel Dogbanya
Department of Family Science, University of Maryland, United States of America.
*Author to whom correspondence should be addressed.
Abstract
This investigation investigates the critical role of improving public health education in Nigerian schools to address deficiencies in health literacy, disease prevention, and sanitation. In Nigeria, preventable maladies, such as malaria, cholera, and diarrhea, are a significant public health concern. This is exacerbated by a dearth of health information and poor hygiene habits among the populace. The research identifies the primary challenges associated with the current school health education framework, including inadequate curricular integration, inadequate teacher preparation, substandard school infrastructure, and limited community involvement. It posits that schools, as fundamental institutions in child development, offer a critical framework for the development of enduring health behaviors and practices. The document underscores the necessity of a comprehensive strategy for public health education in institutions. This strategy should encompass curriculum modifications, teacher training, school building enhancements, and collaborative efforts with parents, communities, and health professionals. The proposed reforms aim to cultivate a sustainable and effective school health education system by incorporating community-oriented techniques, digital resources, and experiential learning. This study underscores the importance of recognizing school-based health education as a fundamental factor that impacts national health security and long-term sustainable development in Nigeria, rather than solely as an ancillary component. The study adopts the Socio-Ecological Model (SEM) as its conceptual framework, providing a multilevel lens to analyze individual, interpersonal, institutional, community, and policy influences on school health education. In the end, the improvement of health education in schools will result in the development of a healthier cohort of students who are capable of contributing to the improvement of public health outcomes in their communities.
Keywords: Global health, mental health, public health education, hygiene