School allergy training promotes internal policy review and enhances staff's preparedness in managing pupils with food allergy

Abstract

Background: Recently non-statutory allergy management guidance for schools has been produced in the United Kingdom; however, there has been limited progress in implementing this. The aim of this study was to evaluate the effect of face-to-face training on self-reported school staff preparedness in managing the severely allergic child and whether it would stimulate schools' allergy policy review.Methods: A preparedness survey was conducted prior and 2 months postintervention to assess the effect of training on self-reported preparedness and perceived confidence to manage children with food allergies.Results: A sample of 18 primary schools that consented to participate were selected. Of the trained schools, 89% of the head teachers felt confident in dealing with an allergy emergency compared to 39% prior training (p = 0.016). Postintervention all but one had arranged/were considering introducing allergy awareness sessions to help pupils manage their allergies (45% pre-training vs. posttraining 93%, p = 0.003). Preventative measures for accidental exposure to food allergens (i.e., no food sharing policy) were adopted by all (pre-training 61% vs. posttraining 100%, p = 0.03). Conclusion:A face-to-face school allergy training programme enhances selfreported staff preparedness and promotes internal allergy policy review in managing the needs of these children, hence addressing the current gap between recommendations and practice in schools.

Interventions to Promote Food Allergy Literacy in Childhood: A Systematic Scoping Review

“…Only 1 study jointly involved children with their parents 45 . Of the remaining 4, 1 study involved parents and carers 40 and 3 involved educators in school (n = 2) and prior‐to‐school settings (n = 1) 39,44,46 . The sample sizes ranged from 18 46 to 207 40 participants and all studies included participants of both genders and diverse backgrounds with high educational qualifications.…”

“…The shortest, a didactic session, aimed to support primary school teachers' knowledge of food allergy, 39 while the longest, an online educational program, aimed to build parents' knowledge of food allergy and skills in using adrenaline auto injector 40 . Interventions were largely educational (n = 3) 39,40,44 or psychological (n = 2) 45,46 . The focus of the former was to promote food allergy knowledge and food allergy management skills, including emergency management and the administration of auto‐injectable adrenaline.…”

“…Another psychological intervention designed for school staff and educators was also a face‐to‐face training program 46 . This intervention aimed to develop their preparedness and confidence in managing the needs of children living with severe allergy and was delivered after school hours.…”

“…40 Interventions were largely educational (n = 3) 39,40,44 or psychological (n = 2). 45,46 The focus of the former was to promote food allergy knowledge and food allergy management skills, including emergency management and the administration of auto-injectable adrenaline. The psychological interventions were geared towards supporting participants' coping and confidence and reducing psychological burden and stress.…”

Food Allergy Management Competence in Greek Schools

“…Several scientific and governmental organizations promote the development of (a) school policies (led by the school principal/headteacher) for managing children with allergies in school, in collaboration with a multi-professional team of experts, and (b) establishment of a strong communication network between all stakeholders [ 21 , 30 , 34 , 35 ]. In the UK, regulations are region specific; England, Wales, Scotland, and Northern Ireland each have guidance documents produced by different branches of government [ 3 , 16 ].…”