What is the current state of knowledge and awareness about cancer among school students in developed countries? A scoping review

Abstract

Background: Cancer education plays a critical role in equipping students in developed countries with the knowledge necessary for early detection, prevention, and making informed health decisions. Despite the inclusion of health education in school curricula, there are still notable gaps in students' understanding of cancer, particularly regarding the impact of lifestyle choices and the biological mechanisms underlying cancer development. 

Methods: A scoping review of the literature published between 2020-2024 was undertaken in June 2024 of three key databases (Medline, CINAHL, and PsycINFO) to identify eligible studies. Further manual reference searches and grey literature searches were also undertaken. Studies were screened by title and abstract, and then by a full text review against specific inclusion criteria. The Arksey and O’Malley five stage methodological framework for scoping reviews was followed. Extracted data was charted, categorised and narratively synthesised. 

Results: A total of 1,658 journal articles were identified. After duplicates were removed, 1,107 titles and abstracts were screened, and 21 records were reviewed in full. Fourteen articles were included in the final review. While, most students have a basic awareness of cancer, there are significant misconceptions about the role of lifestyle factors, such as diet and exercise, in cancer prevention. The study found that interactive and engaging teaching methods, such as workshops and peer-led discussions, were more effective in enhancing students’ understanding than traditional lecture-based approaches. Programmes that integrated practical activities, like healthy cooking classes or physical activity sessions, were particularly successful in promoting behavioural changes among students. However, the study also highlighted a lack of standardized content across different programs, leading to inconsistent levels of knowledge among students from different regions. 

Conclusion: This review underscores notable gaps in students'cancer knowledge, especially regarding lifestyle impacts on prevention. Interactive teaching methods, such as workshops and peer discussions, were found to be more effective than traditional lectures in improving understanding and encouraging healthy behaviours. The lack of standardized content across educational programmes results in uneven knowledge levels. To bridge these gaps, it is recommended to develop a standardized cancer education curriculum that emphasizes lifestyle factors and employs interactive methods. Additionally, consistent educator training and further research on the long-term efficacy of these educational strategies should be pursued.