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Zambian teachers: what do they know about epilepsy and how can we work with them to decrease stigma?

Gretchen L Birbeck1, Elwyn Chomba, Masharip Atadzhanov

  • 1Michigan State University's International Neurologic and Psychiatric Epidemiology Program (INPEP), East Lansing, MI, USA. birbeck@msu.edu

Epilepsy & Behavior : E&B
|August 1, 2006
PubMed
Summary

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Teacher education on epilepsy in Zambia is crucial. Improved knowledge and exposure to individuals with epilepsy can reduce stigma and prevent discriminatory practices in schools.

Area of Science:

  • Neurology
  • Public Health
  • Education

Background:

  • Teachers significantly influence educational access and can mitigate epilepsy-related stigma.
  • Understanding teacher knowledge, attitudes, behaviors, and practices (KABPs) is vital for addressing epilepsy stigma in educational settings.

Purpose of the Study:

  • To assess teacher KABPs regarding epilepsy in Zambia.
  • To identify social and demographic factors influencing these KABPs.
  • To evaluate the association between generic tolerance and stigmatizing practices.

Main Methods:

  • A 46-item questionnaire was administered to 171 teachers in urban and rural Zambia in 2004.
  • Knowledge and tolerance composite scores were calculated.
  • Statistical analyses identified determinants of KABPs and the link between tolerance and stigmatizing behaviors.

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Main Results:

  • A 93% response rate was achieved (n=159).
  • Epilepsy knowledge varied, with significant misattribution of causes (e.g., spirit possession, contagion).
  • Higher knowledge correlated with greater tolerance (p=0.01), which was associated with fewer stigmatizing practices like excluding students with seizures.

Conclusions:

  • Interventions to reduce epilepsy stigma among teachers in Zambia require both educational and social components.
  • Exposure to individuals with epilepsy can enhance teacher tolerance and reduce stigmatizing practices.
  • Education programs featuring individuals with epilepsy are recommended.