Published Paper Details:

Abstract Introduction: In today's fast-paced world, where health often takes a backseat, the knowledge of nutritional deficiencies among school children is slipping through the cracks -- and who better to turn the tide than school teachers, the torchbearers of young minds? In the selected schools of Sagar, Madhya Pradesh, educators stand at the crossroads, holding the key to early detection and prevention of malnutrition-related issues. This study aims to leave no stone unturned in assessing how well-equipped these mentors are in identifying and addressing the dietary pitfalls that can stunt a child's growth and learning. After all, a stitch in time saves nine, and empowering teachers with nutritional awareness could be the first step toward healthier, brighter futures for countless children. Aims: The primary aim of this study is to assess the level of knowledge regarding nutritional deficiencies among school teachers in selected schools of Sagar, Madhya Pradesh. It seeks to identify gaps in awareness, understand teachers' roles in early recognition of nutritional issues among students, and promote the integration of basic nutrition education into the school environment. Ultimately, the study aspires to empower teachers as frontline advocates for child health and nutrition. Objectives: 1) To assess the existing knowledge of school teachers regarding common nutritional deficiencies among school children. 2) To identify the types of nutritional deficiencies most prevalent among school children as perceived by school teachers. 3) To determine the association between knowledge level and selected demographic variables of school teachers (e.g., age, gender, qualification, teaching experience, training in nutrition/health, etc.). 4) To provide recommendations for educational interventions or training programs based on the findings. Materials and Methods: A descriptive study was conducted among 40 school teachers from Amreen English Medium Higher Secondary School, Sagar (M.P.), selected through simple random sampling. Inclusion criteria were teachers who were present, willing to participate, and had some knowledge of nutritional deficiencies. Data was collected using a structured questionnaire comprising two sections: demographic variables and multiple-choice questions assessing knowledge on causes, symptoms, prevention, and management of nutritional deficiencies in children. The tool's validity was ensured through expert review, and reliability was confirmed with a Spearman-Brown coefficient of 0.96. A pilot study on 10 participants established the feasibility of the study. Ethical approval and informed consent were obtained. Data was analyzed using descriptive statistics (mean, percentage, standard deviation) and inferential statistics (Chi-square test) to determine associations between knowledge levels and demographic variables. Results: The findings of the study revealed that the majority of school teachers (63%) were aged between 20-30 years, with a higher proportion being male (70%). Most held a bachelor's degree (70%) and had 0-5 years of teaching experience (63%), predominantly teaching science (56%) in rural private schools. Regarding knowledge of nutritional deficiencies, most teachers demonstrated an average level of knowledge, with a few showing poor or good knowledge scores. The Chi-square analysis indicated no statistically significant association between the pre-test knowledge levels and demographic variables such as age, gender, education qualification, teaching experience, subject area, grade level taught, type and location of school, marital status, number of children, socio-economic status, training related to child nutrition, attendance at workshops/seminars, or personal/family history of nutritional deficiency disorders. This suggests that the knowledge level of school teachers regarding nutritional deficiencies in school children was generally independent of their demographic characteristics. Conclusion: The present study concluded that while the majority of school teachers had an average level of knowledge regarding nutritional deficiencies among school children, there remains a significant gap in comprehensive understanding, especially in specific areas such as symptoms, prevention, and long-term impacts. Despite varying demographic characteristics, no significant association was found between knowledge levels and factors such as age, gender, educational qualification, teaching experience, or participation in training or workshops. This indicates the need for structured, targeted educational interventions and regular in-service training programs to enhance teachers' awareness and equip them with the necessary knowledge to identify and address nutritional issues among students effectively. Strengthening teachers' understanding can contribute to early detection, better guidance, and promotion of healthier practices among school children.