Stakeholders’ Perceptions of a School-Based Eye Care Programme in Baltimore, MD

ABSTRACT

Purpose

To explore stakeholders’ perceptions of a school-based vision programme (SBVP).

Methods

We conducted 20 focus groups with 105 parents and teachers at schools in Baltimore, MD, that participated in a SBVP. Facilitators used a semi-structured interview guide to discuss participants’ perceptions of the SBVP. Focus groups were audio-recorded, transcribed, and coded using inductive thematic analysis.

Results

Participant perceptions fell into three categories: benefits of school-based eye care, limitations of school-based eye care, and observation of impact. The majority of participants had positive comments about the programme; benefits included convenience (location, time, and cost), the comprehensive nature of the programme, the quality of the eyeglasses and ability to receive replacements, and a positive screening/exam experience. Limitations of programme impact were related to communication and organisation, the time to receive the glasses, missed instructional time, and uncertainty about screenings. Observations of impact included academic and classroom improvements, as well as visual and other health improvements.

Conclusion

Parents and teachers reported mostly positive perceptions regarding the SBVP. Their appreciation for the convenience underscores that location, cost, time, and comprehensive services are crucial aspects for implementing a successful programme. To maximize impact, programs must also implement robust communication campaigns that integrate into the schools’ workflow to help parents and teachers stay engaged in the process from start to finish.

KEYWORDS:

• School-based vision programme
• paediatric eye health
• vision screening
• refractive error
• qualitative research

Supplementary material

Supplemental data for this article can be accessed on the publisher’s website.

Acknowledgments

We wish to thank our programme partners for making this research possible. We gratefully acknowledge the contributions of the following organisations and departments towards the Vision for Baltimore programme: Mary Beth Haller, Francine Childs, Joy Twesigye, and Tempestt Little from the Baltimore City Health Department; Louise Fink from the Baltimore City Public School System; Ann Hollister, Damian Carroll, and Wade Brown from Vision To Learn; Hannah Reeve and Jesse Schultz Sneath from Warby Parker; and Christine SySantos Levy, Grace Galiani, and Anne Currie from the Johns Hopkins University.

Disclosure statement

The corresponding author previously served as a consultant for Warby Parker, a company that manufactures the eyeglasses provided in the Baltimore vision program. This arrangement was reviewed and approved by the Johns Hopkins University in accordance with its conflict of interest policies. There are no other conflicts of interest among authors.

Financial support

This work was supported by the Johns Hopkins Catalyst Award.

Conflicts of interest

The corresponding author previously served as a consultant for Warby Parker, a company that manufactures the eyeglasses provided in the Baltimore vision program. This arrangement was reviewed and approved by the Johns Hopkins University in accordance with its conflict of interest policies. There are no other conflicts of interest among authors. All authors participated fully in the research.

Statement of submission

This submission has not been submitted or published anywhere previously is not simultaneously being considered for any other publication.

Additional information

Funding

This work was supported by the Johns Hopkins University [Catalyst Award].