From barriers to facilitators: Examining views of schoolteachers on provision of school-based swimming and water safety education in Türkiye

Provision of school-based swimming and water safety education provides a range of benefits including preventing drowning. This cross-sectional survey examined barriers and facilitators for its implementation in Türkiye from the perspective of schoolteachers. Quantitative data were analysed using descriptive statistics and chi-square tests of association by teacher type (physical education/other) and school type (public/private). Qualitative responses were thematically analysed. In total 577 responses were analysed (82% public schoolteachers). Despite high levels of recognition of both drowning risk for children (92%) and swimming as a risk reduction strategy (94%), swimming instruction was offered at only 8% of respondents’ schools. Compared to public schoolteachers, private schoolteachers were more likely to indicate that both swimming education (χ 2 = 58.154; p < .001) and water safety education (χ 2 = 40.809; p < .001) were provided. Common perceived barriers to the provision of swimming and water safety education in schools were a lack of infrastructure (85%) and funding (65%), with 78% of teachers believing financial support should be provided by the government. One-fifth of respondents identified cultural and religious values impacting swimming education for girls. Support from municipalities or government (56%) and school proximity to swimming pools (53%) were seen as facilitators. Policies to embed swimming and water safety education in the curriculum in Türkiye will require government support, appropriate infrastructure and trained teachers. Implementation would benefit from additional support for public schools and culturally and religiously sensitive approaches to ensure equitable access. High-quality instruction can enable children to gain practical skills to support a lifetime of safe aquatic participation.