Vision problems and education access challenges among school-aged children in Tanzania: a review of available evidence

Abstract

Childhood visual impairment remains a major public health and educational concern in low- and middle-income countries, including Tanzania. Visual problems in children adversely affect learning, psychosocial development, and long-term socioeconomic participation. Despite national commitments to inclusive education and child health, evidence on the burden of childhood visual problems and their implications for educational access in Tanzania remains fragmented. To synthesize available evidence on the nature of childhood visual problems and barriers to educational access among children with visual impairment in Tanzania. A scoping review was conducted following the PRISMA guidelines. A comprehensive search was carried out in PubMed, ERIC, Scopus, EBSCO, AJOL, ProQuest, and Google Scholar between February and May 2023. Peer-reviewed studies, grey literature, and policy documents reporting on childhood visual problems and educational access in Tanzania were included. Two reviewers independently performed study selection and data extraction, and findings were synthesized using thematic analysis. A total of 26 studies published between 2000 and 2022 were included. Significant regional variation in the prevalence of childhood visual problems was reported. Refractive errors, amblyopia, low vision, cataracts, and corneal diseases were the most frequently documented conditions. Key health-system barriers included limited access to pediatric eye-care services, delayed diagnosis and treatment, inadequate school-based vision screening, and weak referral systems. Educational barriers comprised insufficient teacher training in inclusive education, lack of appropriate learning materials, stigma, and inadequate classroom adaptations. Although some school-based screening and teacher-led interventions showed positive effects, spectacle uptake and sustained use remained suboptimal. Childhood visual problems in Tanzania remain under-detected and under-managed, with substantial consequences for educational access and learning outcomes. Strengthening school-based vision screening, referral systems, access to affordable refractive services, and teacher capacity for inclusive education is essential to prevent avoidable childhood visual impairment.