489 - One-session asthma curriculum for all K–8th grade students: Impact on knowledge, attitudes, and self-efficacy

Publication Number: 489.6021

Caroline Luff, University of Chicago Division of the Biological Sciences The Pritzker School of Medicine, Chicago, IL, United States; Anna Volerman, University of Chicago, Chicago, IL, United States; Hannah E. Huebner, University of Chicago Division of the Biological Sciences The Pritzker School of Medicine, Chicago, IL, United States; LaToya Gregory, University of Chicago Division of the Biological Sciences The Pritzker School of Medicine, Chicago, IL, United States; Alexandra Knitter, University of Chicago Division of the Biological Sciences The Pritzker School of Medicine, Chicago, IL, United States

Background: Schools are a critical place to support children with asthma. Few school-based interventions focus on classmates who do not have asthma, a group who can influence asthma self-management of peers.

Objective: To describe adaptation of a one-session asthma curriculum for all kindergarten to 8th grade students and evaluate its impact on knowledge, attitudes, and self-efficacy.

Design/Methods: The curriculum was developed in collaboration with three schools (K–8th grade) on Chicago’s South Side (97% Black, 82% low-income). We adapted a one-session asthma curriculum for K–8th grades with age-appropriate content and delivery. The curriculum was implemented in the schools in April/May 2024. Post-session, students completed a survey to assess asthma knowledge, attitudes, and self-efficacy. Pearson’s Chi-squared and Fisher’s Exact tests assessed differences between grades (younger: K–2 vs older: 3–8) and asthma status.

Results: In total, 485 K–8th grade students completed the post-survey; 19% of participants reported having asthma.

Among all students, a majority correctly answered knowledge questions on pathophysiology (79%), symptoms (58%), triggers (57%), and medication use (85%); fewer showed understanding of episode management (42%). A greater proportion of older students correctly answered knowledge questions on pathophysiology (85% vs 72%, p= 0.002), medication use (93% vs 83%, p= 0.002), and episode management (55% vs 31%, p< 0.001), compared to younger students.

Post-curriculum, student attitudes were mixed, with 83% indicating positive attitudes about asthma care and 48% about participating in physical activity. Older students were more likely to report positive attitudes about asthma care than younger ones (86% vs 74%, p=0.002). A greater proportion of students with asthma indicated positive attitudes about participating in physical activity than those without asthma (63% vs. 45%, p=0.002).

A majority of all students indicated positive self-efficacy to help classmate with an asthma episode (74%). A greater proportion of younger students indicated positive self-efficacy than older students (83% vs 71%, p=0.011). There were no significant differences by asthma diagnosis (73% vs 74%, p=0.8).

Conclusion(s): A one-session asthma curriculum delivered to all students in three schools had positive effects on students’ asthma knowledge and self-efficacy; impact on attitudes about asthma was mixed. Our curriculum demonstrated school-based asthma education is feasible and effective for all K–8th grade students in classrooms. Further curricular refinement can help optimally engage younger students.