Teachers’ Perception of Childhood Obesity and Its Relationship with Academic and Physical Performance

Abstract

Childhood obesity is a growing public health issue with both physical and academic consequences. Studies indicate that being overweight can negatively impact school performance due to fatigue, reduced attention span, and emotional difficulties. In this context, teachers play a crucial role in promoting healthy habits; however, their level of knowledge and perception of this issue directly influence their ability to intervene effectively in the classroom.

This study examines teachers’ perceptions of childhood obesity and its relationship with students’ academic and physical performance. A questionnaire was administered to teachers at different educational levels to assess their knowledge of obesity, their preparedness to educate on healthy eating and physical activity, and the perceived barriers to intervention. The results show that while most teachers recognize childhood obesity as a public health issue, many do not feel adequately prepared to address it in the classroom. Identified barriers include a lack of specific training, insufficient educational resources, and limited institutional support. These findings underscore the need to strengthen teacher training in nutrition education and effective teaching strategies to prevent childhood obesity within the school environment, promoting comprehensive education that enhances both students’ academic achievement and physical well-being.