Table 1.
Baseline teacher survey questions. This table presents the seven questions asked of teachers to establish a baseline of their current practices. The same set of questions was asked again after exposure to the media to assess its impact on their understanding and approach.
Table 2.
Teacher participants by school type. Distribution of participants in the CLASS pilot study, with contextual information on pupil age range and school setting. “Other” includes Qualified Teachers of Vision Impairment (QTVIs/TVIs) and teachers working in alternative provision.
Table 3.
Awareness of Cerebral Visual Impairment (CVI) by School Type. Percentage of participants in each school category who reported being unaware of CVI prior to engaging with the study materials. These figures reflect baseline awareness levels and form the basis of the chi-square analysis presented in the Results section. “Other Roles” includes specialist teachers such as Qualified Teachers of Vision Impairment (QTVIs).
Fig 1.
Awareness of CVI among teachers by school type.
Percentage of teachers unaware of CVI, showing variation across school types.
Fig 2.
Pre and post media likert scores by teacher type.
This figure consists of four bar charts, each representing a different teacher group (mainstream secondary, mainstream primary, special school, and other). Each chart displays the average Likert scores before and after viewing the educational media, allowing for a comparison of the media’s impact across different educational settings.
Table 4.
Impact of media on teacher responses. This table presents the average Likert scores for the seven baseline questions, both before and after exposure to the media. The final column shows the positive difference between the two scores, indicating the potential impact of the media on teacher understanding and practice.
Fig 3.
Changes in teacher responses following media exposure.
This bar chart illustrates the positive change in teacher responses after media exposure, categorised by teacher type (Primary, Secondary, Special, and Other) and organised by question number (1, 2, 3, 4, 6, and 7). The height of the bars represents the magnitude of change, with higher values indicating a greater willingness to modify practice.
Table 5.
Changes in teacher responses following media exposure. This table presents the positive change in teacher responses after media exposure, categorised by teacher type (Primary, Secondary, Special, and Other) and organised by question number (1, 2, 3, 4, 6, and 7). The values represent the magnitude of change, with higher numbers indicating a greater willingness to modify practice.
Fig 4.
Comparison of average Likert scores across seven classroom strategy questions (Q1–Q7) for teachers exposed to either text-based or video-based CVI resources.
Dotted lines represent pre-media scores; solid lines represent post-media scores. Scores range from 0 (“Definitely Not”) to 4 (“Definitely”). Both formats resulted in increased willingness to implement CVI-supportive strategies, with text showing slightly larger improvements on several items.
Table 6.
Estimated number of students suspected to have CVI, following media exposure, by teacher type.
Fig 5.
Distribution of the number of students suspected to have CVI following media exposure, by teacher type.