This study conducted a systematic content analysis of Qatari primary science textbooks for Grades 4, 5, and 6 to investigate the integration of health concepts, a critical component for addressing public health challenges like childhood obesity. A rigorous methodology was employed, using a validated “Health Concepts List” of 18 items across four domains (Human Body Systems, Human Growth, Healthy Nutrition, and Personal Health and Hygiene) to analyze all 19 chapters (875 pages), with the process demonstrating strong reliability (89% intra‐rater, 71.4% inter‐rater agreement). The results identified 505 instances of health content but revealed a pronounced imbalance: Grade 4 accounted for the majority (335 instances, 66.3%), dominated by Health and Personal Hygiene (43%) and Healthy Nutrition (31%); Grade 5 showed a dramatic decline (59 instances, 11.7%), with a narrow focus on Stages of Human Growth (74.5%); and Grade 6 displayed a partial recovery (111 instances, 22%), primarily centered on Human Body Systems (62.2%). Critically, key topics like “Main Meals,” “Fast Food and Its Harms,” and “Principles of Body Hygiene” were entirely omitted. These findings underscore significant gaps that undermine foundational health literacy, calling for a strategic, multilevel response involving policy‐driven curriculum reform for coherent integration, targeted teacher professional development, and a consistent scope of content across grades to promote educational equity and support Qatar’s public health goals as outlined in Qatar National Vision 2030. Ultimately, this study advocates for embedding a comprehensive suite of health concepts within science curricula to foster a health‐literate generation and provides a replicable model for similar educational systems.
Mansour et al. (Thu,) studied this question.
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