Effects of an online school-based intervention on postural education knowledge among teachers

Objective: This study investigated the impact of an online postural education programme on primary school teachers’ knowledge regarding back care and low back pain (LBP) prevention. Design: This investigation was nested within a randomised controlled trial. Setting: A total of 61 teachers participated, divided into an experimental group ( n = 32) and a control group ( n = 29). Method: The intervention consisted of online training sessions focusing on back care and LBP prevention. Knowledge acquisition was measured using the Low Back Pain Knowledge Questionnaire (LKQ) and the COSACUES-AEF questionnaire, administered before and after the intervention. Results: Results indicated significant improvements in the experimental group’s knowledge compared to the control group. Specifically, the experimental group showed a mean increase in total LKQ scores of 2.22 points ( p = .020), highlighting the effectiveness of the online programme. The findings underscore the importance of integrating health education into teachers’ professional development, leveraging digital platforms to enhance accessibility and engagement. Conclusion: The study concludes that online postural education can significantly improve teachers’ knowledge about back care and LBP prevention, which is crucial for promoting health literacy and better health practices in educational settings.