The aim of this study was to assess KAPs among primary schoolchildren regarding urogenital schistosomiasis in Abobo, Amibara and Kurmuk primary schoolchildren. In such areas, urogenital schistosomiasis is prevalent among schoolchildren [16, 21, 22]. In this study, one-fourth of the participants has relatively low socioeconomic status and depends on river, dam/lake and stream water for domestic consumption that might be a hazard for urogenital schistosomiasis infection. There is evidence that schistosomiasis affects the poor and the disease infections is especially common among people living in peri-urban or rural areas [7]. These populations typically have low socio-economic status with limited access to clean water and with inadequate sanitation provision [8, 9].
Our finding showed that level of knowledge about urogenital schistosomiasis between male and female respondents was similar. This is in agreement with the study done in Yemen [23]. In contrast, studies from Malawi, Zanzibar and South Darfur reported a significantly better knowledge about the disease among male participants compared to females [24, 25, 26].
This study showed significant difference regarding urogenital schistosomiasis infection history between male and female respondents. History of urogenital schistosomiasis was associated to males compared to females. This might be due to some religious and cultural beliefs such as females are not permitted to swim or bathe in the open water and are not allowed in fishing and irrigation activities [27, 28] resulting in less chance to be infected.
This study showed that one-third of respondents had history of urogenital schistosomiasis infection and most of them did not get treatment (69%). This might be due to many reasons such as lack of money and not enough awareness about the disease [29, 30].
This study showed 44.2% participants had heard about urogenital schistosomiasis but 55.8% had no information /knowledge about schistosomiasis. Similar study showed that limited knowledge, negative attitudes and risky water related practices among schoolchildren were common [31]. Moreover, KAP study in Zimbabwe showed that misconceptions about the causes and control of schistosomiasis exist among schoolchildren. Maseko et al. [32] also indicated that practices of certain children were risky and involved some misconceptions. A study conducted in Yemen also showed that the rural people lack sufficient knowledge regarding the cause, transmission, symptoms, and prevention of schistosomiasis [33]. In this study, majority of schoolchildren had no knowledge of causative agent, symptoms, transmission and prevention of urinary schistosomiasis. These findings are in agreement with previous studies from other schistosomiasis-endemic countries; poor awareness about schistosomiasis has been reported in Malawi [34], Zimbabwe [35] and Western Kenya [36]. Our findings disagree with previous studies in Brazil [37], Egypt [38] and Kenya [39] that reported a high level of awareness of schistosomiasis among schoolchildren.
This study also revealed many mistaken beliefs about schistosomiasis as a large number of the respondent demonstrated misconceptions about the transmission and prevention of schistosomiasis. For instance, some of participants believed that schistosomiasis is transmitted by mosquito bite and jumping over fire and half of the total respondents believed that when one grows simply developed schistosomiasis. Similar studies in Northern Côte d’Ivoire and southern Mauritania showed that knowledge about the aetiology, transmission, symptoms, prevention and treatment of schistosomiasis among the populations was based on their local culture and believes [40].
This study showed higher level of risky practices in schoolchildren regarding urogenital schistosomiasis. Majority of children agree that swimming/playing in water and urinating in water had no risk for urogenital schistosomiasis transmission. Furthermore, 43.1% of respondents claimed that they defecate in open field that also play a role for transmission of schistosomiasis. This finding is in agreement with previous study in Yemen that reported presence of higher level of risky practices in children [23].
Behavioral change intervention plays an important role in people’s perceptions and practices of controlling schistosomiasis [41]. Significant achievements in understanding of urogenital transmission and individual risk, preventative methods for schistosomiasis, and self-reported changes in risk behaviors were reported by students who had undergone the health education and behavioral changes (HEBC) interventions [53]. Expanding HEBC interventions to schools in high-risk areas and supplementing them with MDA can assist to lower the prevalence of urogenital schistosomiasis and increase the likelihood that the disease would finally be eradicated [53]
Recently, the WHO called for a global effort to eliminate human schistosomiasis by 2025, with mass drug administration as a main intervention [42]. However, this call has underscored the need for more emphasis on snail-related research [43]. Despite the possibility of drug resistance developing in the schistosomes [44], MDA has been used for generations as the main pillar and the most cost-effective intervention to control schistosomiasis; however, chemotherapy alone may never achieve transmission control or elimination [45, 46]. Thus, other interventions, such as snail control and health education among schistosomiasis endemic communities are essential and should be implemented in parallel with MDA [47, 48]. Great success has been achieved in many countries, like China and Egypt, in reducing the transmission, prevalence and morbidity of schistosomiasis [49, 50, 51]. The MDA-based approach in school is important for success together with health education campaigns and the trained personnel working in rural health units or involved in reducing the roles of humans and animals as sources of infection for snails [50, 51]. Similar success can also be achieved in Ethiopia through an integrated national control approach that should consider the MDA, snail control and health education. In 2015, Ethiopia launched schistosomiasis control program using school-based MDA. Before MDA intervention urogenital schistosomiasis prevalence was reported as 24.5% [22], and 37% [21] in Hassoba, 35.9% in Abobo [16] and 5.7% in Kurmuk [15]. However, a study conducted after intervention in 2022, reported urogenital schistosomiasis prevalence among schoolchildren in Hassoba, Kurmuk, and Abobo villages as 7.0%, 5.6%, and 24.2%, respectively [52]. Prevalence of urogenital schistosomiasis showed no decline over such a longer period of time in Kurmuk but a surprising declined in Hassoba and Abobo.
Ethiopia had launched a large-scale nationwide mass drug administration (MDA) in 2015 to controls schistosomiasis. Schistosomiasis control as well as elimination using MDA is difficult since MDA cannot prevent re-infection. Currently, health education and behavioral change intervention have been prioritized in the first among national comprehensive program for schistosomiasis control. In this study, schoolchildren knowledge about schistosomiasis transmission and prevention was poor. Furthermore, several risky practices related to schistosomiasis was reported. Integrated strategies including preventative treatment and morbidity management, health-seeking and risk-reducing behaviors, water, sanitation, and hygiene (WASH), and snail intermediate host management are essential for long-term schistosomiasis control and elimination. Therefore, in Ethiopia the current schoolbased deworming program should be integrated with health education and behavioral change intervention, water sanitation and hygiene, and snail management as national control strategy.
Limitations of the study
Some schoolchildren had trouble answering the questions. Some of the responses might have been impacted by the teachers' assistance. The languages used to develop the survey tools and carry out the survey are yet another limitation. It's probable that details were lost in the translation process from English to Amharic, then to Afar, Berta, and Anuak language, despite the fact that the quality of the translations of data collecting instruments and researcher training materials was pre-tested.