Teachers and Parents’ Perceptions of Care for Students with Type 1 Diabetes Mellitus and Their Needs in the School Setting

Abstract

The high incidence of Type 1 Diabetes Mellitus (DM1) increases the likelihood of teachers having students with this illness in their classrooms. The objective of this study is to investigate the needs of students with DM1 during the school day from the perspective of both teachers and parents. A mixed methods study was designed and a questionnaire was administered to practicing teachers in Pre-primary Education, Primary Education, Compulsory Secondary Education, and Further Education, as well as Vocational Education within both the province and the city of Burgos (Castile and Leon, Spain) who may have students with DM1. Semi-structured interviews were also conducted with mothers and fathers, members of the Burgos Diabetics Association (ASDIBUR). In the questionnaires administered to the teaching staff, 54.8% affirmed that they knew of students with DM1 at their centers. Of those questioned, 51.2% affirmed that they knew of the existence of action protocols on DM, and 45.2% declared that they had received specialized information on the illness; 92.8% believed that there was no discrimination at their center towards students with DM, and 82.8% thought that the educational center raised no objections to students with DM departing on trips during the school year. In their interviews, both family and teachers assessed the material and human resources as insufficient and called for the presence of school nurses at the educational centers. It is important to raise the awareness of the educational community about the needs of students with DM1 and to provide guidelines on emergency situations to teachers and staff at the centers.

Family and Community Nurses as a Resource for the Inclusion of Youths with Type 1 Diabetes at School

“…The glucagon question was another issue, as a small percentage of teachers (14.9%) stated they would use glucagon directly in an emergency [6]. Similar results were replicated in studies in Spain: only 45.2% of teachers declared that they have received specialized information on the illness, and they considered the material and human resources as insufficient, calling for the presence of school nurses [7,8]. Parents often reported a lack of teacher knowledge, access to diabetes tools, freedom to perform diabetes self-care, nutritional information, full-time school nurses, and communication between parents and school personnel [6,9].…”

Educational needs of people with type 1 diabetes mellitus and their parents: A cross‐sectional study

“…However, as studies have emphasized the need for repeated and individualized education for patients and their families (Commissariat et al, 2020 ), repeated customized interventions, as opposed to one‐time education, are needed. In addition, considering previous studies from the school‐based aspect, both teachers and parents evaluated that physical and human resources were insufficient, and it was necessary to raise awareness of the educational community about the needs of students with DM1 and to provide guidelines for emergency situations to teachers and staff at the centre (Armas Junco & Fernández‐Hawrylak, 2022 ). Therefore, systematic education for parents, teachers and students must be provided.…”

Management of Type 1 Diabetes in a school setting: effectiveness of an online training program for school staff

“…Families and school staff seem to be aware of their lack of knowledge and concerns and very interested in promoting training and support initiatives for schools ( 12–15 ). Another aspect that clearly emerges from literature on this topic is the need for local and national institutions to provide a clear and specific legislation for the management of T1D within schools, in order to ensure standardized training and school nurses and to avoid gaps between local school practices that lead to possible inequity of care ( 16–19 ). The need to implement educational programs aimed at school staff to create a safe and relaxed environment where the child/adolescent with diabetes can spend his or her daily life emerges from all the mentioned studies.…”