The social problems encountered by schoolchildren with epilepsy as a result of negative attitudes and beliefs are enormous. Varying reports on teachers' perception of epilepsy abound. Furthermore previous research has shown that urbanization and differences in socio-cultural environments could also influence teachers' perception of epilepsy. A few studies have explored the knowledge, attitude and beliefs of schoolteachers towards epilepsy in urban schools in Nigeria. This study was undertaken to examine teachers' perception of epilepsy in the rural communities with regards to knowledge, attitude and beliefs. A cross-sectional survey, using a self-administered questionnaire, was carried out among rural community primary and secondary schoolteachers in schools randomly selected from three local government areas in Enugu. One hundred and twenty five teachers correctly completed their questionnaires. Despite a fairly high level of education of the teachers, the mean overall score for correct response for knowledge was 59.2%. A majority of the teachers had negative attitudes and beliefs. None had received any form of health education on epilepsy. The level of education significantly affected various aspects of knowledge, attitudes and beliefs. This study concluded that paucity of good knowledge of epilepsy probably resulted in negative attitude and beliefs despite the teachers' high level of education.

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The academic performance and intelligence quotient (IQ) of 50 children with epilepsy aged between 5 and 14 years, attending normal primary schools in Enugu, were compared with those of their non-epileptic classmates. The academic performance was assessed using the overall scores achieved in terminal examinations in the 2001-2002 academic year. IQ was assessed using the Draw-A-person Test. The influences of school absence rate, Rutter behavioural scores, socio-economic status and seizure-related variables on academic performance were then determined. Twenty-six percent of the children with epilepsy had a low overall score, and therefore poor academic performance, compared with 16% of the controls (p = 0.35). The mean IQ of the children with epilepsy was significantly lower than that of the controls (p = 0.02). The mean school absence rate for the children with epilepsy was significantly higher than that of the controls (p = 0.001). The mean Rutter score of the children with epilepsy was significantly higher than that for the controls (p < 0.001). On multiple linear regression analysis, only IQ (p = 0.01) and seizure type (p = 0.03) had significant predictive effects as risk factors for low overall scores and poor academic performance. It is concluded that the academic performance of epileptic children is influenced by their IQ and type of seizures rather than by other seizure variables or socio-demographic characteristics.

A majority of the children have normal growth with the remainder in both extremes of malnutrition. Institution of school-feeding programs in all Nigerian schools as well as nutrition education/campaign directed at parents and their children will help forestall the double burden of under- and over-nutrition among our children.