Optometry & Visual Performance 140 Volume 14 | Issue 2 | June 2026 Globally, several countries have implemented successful vision screening models, offering valuable lessons for program design and scalability. For instance, the Vision for Baltimore program in the United States provides free eye exams and eyeglasses to disadvantaged children, significantly improving academic performance and stakeholder engagement.7 Similarly, India’s School Eye Health Program demonstrated the cost-effectiveness of training teachers to conduct initial screenings, reducing the burden on healthcare professionals.8,9 In Africa, the Peek Vision Program in Kenya and Botswana leverages mobile technology to conduct screenings via smartphone-based applications, improving referral rates and access to specialist care.5 Meanwhile, large-scale budget impact analyses in Cambodia and Ghana indicate that scaling up SBVS is financially viable when integrated into existing school health programs.6 Despite these successes, barriers to implementation persist. Socioeconomic limitations, lack of trained personnel, parental resistance, and misconceptions about spectacle use frequently hinder program effectiveness.5,10,11 Addressing these challenges through policy interventions, awareness campaigns, and sustainable funding mechanisms is critical for maximizing the impact of school vision programs.5,11 In Nigeria, SBVS is a component of the National School Health Policy and Program, which aims to promote the health and well-being of school-age children.9 However, program coverage and quality vary across states and local government areas (LGAs). Egor LGA, located in Nigeria’s South-South geopolitical zone, is one such area where these disparities are evident. With a population of approximately 339,899, including a significant number of school-age children, the region comprises diverse ethnic, cultural, and religious communities that can influence healthseeking behaviors and attitudes toward vision care. Vision problems among Nigerian children include refractive errors such as myopia, hyperopia, and astigmatism, as well as strabismus, amblyopia, cataracts, glaucoma, corneal diseases, and vitamin A deficiency.1 According to WHO, at least 2.2 billion people worldwide suffer from vision impairment, with regional and national variations in prevalence due to differences in eye care accessibility, environmental factors, and socioeconomic conditions.1 In Nigeria, uncorrected refractive errors, congenital ocular defects, corneal scarring, and cerebral visual impairment are leading causes of moderate-to-severe vision impairment and blindness.1 Despite the recognized benefits of SBVS programs, various challenges impede their effective implementation in Egor LGA. These include limited financial resources, lack of trained personnel, poor referral systems, low parental engagement, and cultural beliefs about spectacle use.5,10,11 Additionally, logistical challenges such as inadequate screening equipment, lack of school infrastructure, and weak follow-up systems further hinder success.5,11 One notable concern is the low parental involvement in SBVS programs. Studies indicate that parental resistance to vision screening interventions, coupled with low awareness of eye health issues, significantly affects program acceptance and followup compliance.5,10,11 These programs are usually conducted by trained personnel, such as school nurses, teachers, or volunteers, using various methods and instruments to assess visual acuity, refractive errors, ocular alignment, and other ocular health indicators.12 The objectives of SBVS programs include detecting and preventing amblyopia, reducing the prevalence and impact of uncorrected refractive errors, identifying and referring children with other eye diseases or conditions, and promoting eye health awareness and education among children, parents, teachers, and communities.8 SBVS programs offer several benefits for children’s eye health and well-being. Schools provide access to many children who may not have regular access to eye care services due to geographic, economic, or cultural barriers. These programs also use simple, low-cost, and portable tools that yield accurate results, reducing the workload for eye care professionals by filtering out children who do not need further evaluation.13 Furthermore, they improve the detection and treatment of vision problems that affect children’s learning, development, and quality of life, preventing complications associated with untreated eye conditions.14 Children with untreated vision problems often struggle to engage with educational materials, which adversely affects their academic performance. Research has shown a correlation between poor performance on standardized assessments and visual impairment. For example, research found that among third-grade students with normal visual acuity (VA), 89.5% had satisfactory academic performance, whereas only 75% of those with impaired VA did (p = 0.015).15 This suggests a significant association
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