This study aimed to characterize adolescents’ perspectives on cancer and cancer prevention and to explore their preferences for cancer education. A total of 188 middle and high school students participated in 25 focus groups. Focus groups were led by study team members and included five to ten participants each. Adolescents were asked to discuss their cancer and cancer prevention knowledge, sources of cancer education, and preferences for cancer prevention education. Focus groups were audio-recorded, and professionally transcribed. Transcripts were content and thematically analyzed by two study team members using NVivo qualitative data software. Six themes were identified in focus groups: knowledge about cancer, negative perceptions of cancer, awareness of cancer prevention, engagement in cancer prevention, facilitators and barriers for action, and preferences for cancer education. Adolescents described a wide range of cancer education sources, including friends, family, healthcare professionals, school, technology, and pamphlets. Participants associated cancer with negative emotions, such as sadness and fear. Participants expressed interest in learning about cancer and cancer prevention, but also identified barriers to engaging in preventative behaviors, such as discomfort, lack of knowledge, and lack of personal connection to cancer. Adolescents preferred learning through personal presentations, online videos, school, educational games, and social situations. Adolescence is a critical period for learning and developing healthy behaviors. Awareness of cancer and cancer prevention is crucial to lowering cancer risk in the future. To be effective, cancer education for adolescents should target specific areas of cancer prevention and address barriers to engagement in preventative behaviors.

本研究旨在表征青少年对癌症和癌症预防的看法，并探讨他们对癌症教育的偏好。共有188名初高中生参加了25个焦点小组。焦点小组由研究团队成员领导，每个小组包括五到十名参与者。青少年被要求讨论他们的癌症和癌症预防知识、癌症教育的来源以及对癌症预防教育的偏好。焦点小组被录音，并经过专业转录。两名研究团队成员使用 NVivo 定性数据软件对转录内容进行了内容和主题分析。在焦点小组中确定了六个主题：关于癌症的知识、对癌症的负面看法、癌症预防意识、参与癌症预防、促进者和行动障碍，以及对癌症教育的偏好。青少年描述了广泛的癌症教育来源，包括朋友、家人、医疗保健专业人员、学校、技术和小册子。参与者将癌症与悲伤和恐惧等负面情绪联系起来。参与者表示有兴趣了解癌症和癌症预防，但也发现了参与预防行为的障碍，例如不适、缺乏知识以及与癌症缺乏个人联系。青少年更喜欢通过个人演讲、在线视频、学校、教育游戏和社交场合来学习。青春期是学习和养成健康行为的关键时期。对癌症的认识和癌症预防对于降低未来的癌症风险至关重要。为了有效，