1Larsson-Rosenquist Foundation Mother-Milk-Infant Center of Research Excellence, University of California San Diego, La Jolla, CA 92093 USA.
2Department of Education Studies, University of California San Diego, La Jolla, CA 92093 USA.
Int Breastfeed J. 2019 Jan 8;14:3. doi: 10.1186/s13006-019-0199-8. eCollection 2019.
School-based breastfeeding education (SBBE) may help improve breastfeeding rates in the long term by instilling in young people a base of evidence-informed knowledge, skills, and attitudes that primes them to make informed decisions about infant feeding and to become positive change agents. Breastfeeding rates in Lebanon remain suboptimal, and breastfeeding misconceptions along with social pressures to use infant formula are known contributing barriers. We conducted this study with pre-K-12 teachers to understand the SBBE landscape as well as the supports and constraints for SBBE at two large Lebanese schools.
We conducted a survey with 193 teachers during the 2017-2018 academic school year to collect information about demographics, breastfeeding history, breastfeeding teaching practices, attitudes towards SBBE such as attitude towards educating both boys and girls about breastfeeding, and views on potential constraints to successful SBBE implementation. Descriptive statistics and thematic analysis were used. Binary multiple logistic regression was used to ascertain the effects of teacher characteristics on likelihood to support SBBE.
While limited SBBE is currently taking place with only eight (4%) teachers reporting teaching about breastfeeding, 133 (69%) reported students should learn about breastfeeding in school. A multiple regression model [χ2(4) = 19.71, = 0.001] showed teachers were more likely to support SBBE if they/their partners had ever breastfed, if they taught biology, or if they believed that schools should educate both boys and girls about breastfeeding in a society where discussing breastfeeding in public is a taboo. One hundred and ten (60%) teachers reported several concerns to SBBE implementation which included limited uptake by students who might not find SBBE valuable to them and resistance from parents due to cultural barriers. In order to effectively expand SBBE in these schools, 71 SBBE supporters (59.2% of respondents; 13 with missing data) suggested supporting local teachers to deliver SBBE, and 48 (40%) suggested mandating SBBE.
Teachers held generally positive views on SBBE, which provides a fertile ground for growing SBBE in their schools. Future steps need to include engaging parents, students, and school principals to further understand the social constrains to SBBE before program design.
学校母乳喂养教育（SBBE）可以通过向年轻人灌输基于证据的知识、技能和态度，使他们能够做出明智的婴儿喂养决策，并成为积极的变革推动者，从而从长远来看帮助提高母乳喂养率。黎巴嫩的母乳喂养率仍然不理想，人们对母乳喂养的误解以及使用婴儿配方奶粉的社会压力是已知的障碍。我们对这两所大型黎巴嫩学校的学前至 12 年级教师进行了这项研究，以了解 SBBE 的现状以及 SBBE 的支持和限制因素。
我们在 2017-2018 学年期间对 193 名教师进行了一项调查，以收集有关人口统计学、母乳喂养史、母乳喂养教学实践、对 SBBE 的态度（例如，对教育男孩和女孩母乳喂养的态度）以及对成功实施 SBBE 的潜在限制因素的看法。我们使用描述性统计和主题分析。二元多项逻辑回归用于确定教师特征对支持 SBBE 的可能性的影响。
虽然目前只有 8 名（4%）教师进行有限的 SBBE 教学，仅报告教授有关母乳喂养的知识，但 133 名（69%）教师报告称学生应该在学校学习母乳喂养。多元回归模型[χ2(4) = 19.71，p=0.001]显示，如果教师或其伴侣曾经母乳喂养过，教授生物学，或者如果他们认为在一个公共场所讨论母乳喂养是禁忌的社会中，学校应该教育男孩和女孩有关母乳喂养，那么他们更有可能支持 SBBE。110 名（60%）教师报告了对 SBBE 实施的一些担忧，包括学生对他们认为对他们没有价值的 SBBE 的接受度有限，以及由于文化障碍，家长的抵制。为了在这些学校有效扩大 SBBE，71 名 SBBE 支持者（受访者的 59.2%；13 名数据缺失）建议支持当地教师提供 SBBE，48 名（40%）建议强制实施 SBBE。
教师对 SBBE 持有普遍积极的看法，这为在他们的学校中开展 SBBE 提供了肥沃的土壤。在设计方案之前，需要进一步让家长、学生和学校校长参与，以进一步了解 SBBE 的社会限制因素。
