Status of cancer education in middle and high schools in southern Saudi Arabia: An exploratory descriptive study

Cancer incidence is increasing in Saudi Arabia, and in the Asir region, many cases are diagnosed at advanced stages. Schools are often considered advantageous settings for early prevention, but little is known about how cancer education is currently addressed or perceived within school settings. This exploratory study aimed to assess the status of cancer education in middle and high schools in the Asir region by examining science teachers’ practices, perceived barriers, and views on the feasibility of integrating cancer-related topics into routine instruction. An exploratory descriptive study was conducted with 22 science teachers from 5 urban public schools in the Asir region using structured interviews that included yes/no and open-ended questions. Descriptive statistics summarized closed-ended responses; open-ended data were analyzed through manual inductive content analysis. While most teachers reported including some cancer-related content in their teaching, coverage was inconsistent and typically breast cancer-focused. Only 2 teachers had received training on cancer education. Barriers included a lack of institutional support, time constraints, and beliefs that cancer education was outside their teaching responsibilities. Teachers generally viewed cancer education as important and feasible, with 20 of 22 expressing willingness to receive training and all participants supporting school–health partnerships such as guest speakers. Concerns about potential student anxiety were mixed: 13 of 22 teachers felt cancer education would not cause anxiety, whereas 9 of 22 were concerned that it might. Although based on a small, convenience-based sample drawn only from urban public schools, this study provides preliminary insight into how science teachers in 1 region of Saudi Arabia engage with cancer education. Findings highlight fragmented implementation, limited training, and considerable teacher interest in improving school-based programs. These results suggest the value of further research to better understand cancer education in school settings.