Parental perspectives on brain health education for primary school-aged children: a cross-sectional study.

BACKGROUND

Up to 45% of dementia risk is considered modifiable across the life course. Research demonstrates that exposure to education in childhood can increase positive brain health outcomes in later life. While mid- and late-life educational interventions have been extensively studied, there is limited empirical evidence examining the appropriateness of education programs, including prevention approaches initiated in childhood, particularly those delivered through schools and supported by families. Understanding parental perspectives provides insights into how early-life brain health programs can be implemented. This study explored parental views and willingness to engage in primary school-based brain health educational programs and identified perceived barriers, facilitators, and preferred program components.

METHODS

Urban and suburban parents (N = 444, Mean age = 40.6, SD = 5.5, 95% female) of primary school-aged children participated in an online survey on program appropriateness, usefulness, barriers and preferred content, delivery modalities, and features. Descriptive statistics and a multiple linear regression analysis was used to identify sociodemographic factors associated with program acceptance. Content analysis was used to analyze open-ended responses.

RESULTS

Most participants endorsed brain health education for their primary school-aged children (83%), with all perceiving a prospective program as useful for their children (100%) and almost all for themselves as parents (99.5%). Higher program endorsement was associated with fewer perceived barriers and greater perceived usefulness for child development and parenting practices (p < 0.001). Three main themes were identified: Family and program barriers (e.g., cost, non-engaging materials), family and program facilitators (e.g., valuing healthy ageing, use of evidence-based information) and the need for tailored programs with integrated involvement (e.g., home and school).

CONCLUSION

Parents strongly valued education on brain-healthy behaviors and described childhood as a promising window for dementia risk reduction for their children. Future programs should be comprehensive, engaging and tailored, with explicit strategies to connect school-based learning into the home. These findings contribute to the growing life-course risk reduction agenda.