A study to assess the effectiveness of structured teaching programme on knowledge regarding school phobia among mothers of primary school children in selected schools at Tumkur

Background: School phobia is a psychosocial problem among children, often leading to poor academic performance, emotional disturbances, and absenteeism. Mothers, as primary caregivers, play a crucial role in identifying and addressing school phobia, yet their knowledge about this condition is often inadequate. Objectives: To assess the knowledge of mothers regarding school phobia among their children. To evaluate the effectiveness of a structured teaching programme on school phobia. To associate the post-test level of knowledge with selected socio-demographic variables. Methods: An evaluative research approach with a pre-experimental one-group pre-test post-test design was used. Fifty mothers of primary school children were selected by random sampling from selected schools in Tumkur. Data were collected using a structured knowledge questionnaire. A structured teaching programme (STP) was administered, and effectiveness was assessed using descriptive and inferential statistics, including paired t test and chi-square test. Results: In the pre-test, 58% of mothers had inadequate knowledge and 42% had moderate knowledge. None had adequate knowledge. After STP, 18% had inadequate knowledge, 60% had moderate knowledge, and 22% had adequate knowledge. The mean post-test score (21.5 ± 5.09) was significantly higher than the pre-test score (16.66 ± 4.75), with t = 5.14, p < 0.001. Chi-square analysis revealed a significant association between post-test knowledge and selected demographic variables. Conclusion: The structured teaching programme was highly effective in enhancing the knowledge of mothers regarding school phobia. Early parental awareness can contribute to timely identification and prevention of psychological complications in school children.