Participants perceived that uncorrected visual deficits reduced students' classroom focus, perseverance, and class participation¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Parents, teachers, and students reported that poor vision made it hard to see the board, disrupted focus, and led students to give up on school tasks and disengage from classwork. → Dudovitz 2016

Evidence¶

Dudovitz 2016¶

Dudovitz, R. N., Izadpanah, N., Chung, P. J., & Slusser, W. (2016). Parent, Teacher, and Student Perspectives on how Corrective Lenses Improve Child Wellbeing and School Function. Maternal and Child Health Journal. https://doi.org/10.1007/s10995-015-1882-z

q2 · i? · qualitative · r3

Thematic analysis of nine focus groups with 20 parents, 25 teachers, and 21 students from three Los Angeles elementary schools; participants described disengagement "manifested by poor class participation, giving up on school-related tasks, and disrupting other students." No effect sizes reported (qualitative design).

"Participants felt the additional effort required to cope with poor vision ultimately led to students’ disengagement from classwork. This was manifested by poor class participation, giving up on school-related tasks, and disrupting other students."

Discussion¶

Related Claims¶

• Participants perceived that receiving corrective lenses improved classroom attention, task persistence, and willingness to practice academic skills — related
• Providing free vision services on the school campus was perceived to remove financial and logistical barriers to obtaining corrective lenses — related
• Participants described significant psychosocial stress related to uncorrected poor vision, with different etiologies for parents, teachers, and students — related