FACE-APPS-Based Approach for Improving Iron Deficiency Anaemia Indicators Among Female Adolescents at Marginalized Communities

Anemia remains a major global public health concern. It disproportionately affectsvulnerable populations, particularly adolescent females. According to the World HealthOrganization (WHO), anemia affects a substantial proportion of the global population.Adolescent girls represent a high‐risk group due to rapid growth, increased nutritionalrequirements, and the onset of menstruation. Globally, approximately 15% of adolescentsare affected by anemia. Prevalence varies widely across regions, from less than 10% inhigh‐income countries to over 40% in low‐ and middle‐income settings.Anemia during adolescence has significant consequences. Iron deficiency anemia (IDA)impairs cognitive development, academic performance, and physical capacity. It alsoincreases the risk of infection and affects psychosocial health. For adolescent girls,untreated anemia raises long‐term risks‐especially in future pregnancies, such asmaternal mortality, low birth weight, and adverse neonatal outcomes. Thus, anemia is bothan immediate and intergenerational public health issue.Research is especially needed in KSA, where anemia is a major public health concern forchildren, adolescents, and women. Studies report high rates of anemia among adolescentfemales, with estimates ranging from 35% to over 50% in some regions . Despite ongoingefforts, disparities endure, particularly in underserved communities with limited accessto healthcare and nutrition.Given these gaps, the present study seeks to evaluate the impact of a blended digitalhealth literacy intervention on behavioral and biological indicators of IDA among femaleadolescents in marginalized communities. Through the integration of school‐baseddelivery, collaboration with primary health care, and culturally tailored digitaleducation, this research intends to generate robust evidence to inform scalable andsustainable anemia prevention strategies. The study addresses a critical gap in theliterature by assessing the effectiveness of a comprehensive, theory‐driven interventionin an under‐researched, high‐need population.