2014
DOI: 10.1111/hsc.12104
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Teachers' perspectives of supporting pupils with long-term health conditions in mainstream schools: a narrative review of the literature

Abstract: Teachers are supporting an increasing number of pupils with long‐term health conditions in mainstream schools. The aim of this literature review was to critically appraise and synthesise research that has examined teachers' perceptions of the key barriers and facilitators to supporting pupils with long‐term conditions, teachers' training needs and interventions that aim to improve teachers' knowledge of long‐term conditions, and teachers' confidence in supporting children and young people. A narrative literatu… Show more

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Cited by 60 publications
(60 citation statements)
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References 77 publications
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“…Our findings echo that of other research focusing on stigma for individuals with health conditions, specifically that exclusionary practices and discrimination are experienced in settings with peers, family, teachers and members of society at large (Puhl & Brownell , Moses , Hinton & Kirk ). Our study also sheds new light on the experiences of health‐related stigma for children and youth with life‐threatening food allergies, something that has been well documented in support groups/associations for those directly affected by allergies but not acknowledged in the academic literature.…”
Section: Discussionsupporting
confidence: 85%
“…Our findings echo that of other research focusing on stigma for individuals with health conditions, specifically that exclusionary practices and discrimination are experienced in settings with peers, family, teachers and members of society at large (Puhl & Brownell , Moses , Hinton & Kirk ). Our study also sheds new light on the experiences of health‐related stigma for children and youth with life‐threatening food allergies, something that has been well documented in support groups/associations for those directly affected by allergies but not acknowledged in the academic literature.…”
Section: Discussionsupporting
confidence: 85%
“…Most Australian teachers do not complete pre‐service or in‐service training aimed at meeting the needs of children diagnosed with cancer or other chronic illnesses . Teachers may not feel prepared to accommodate the needs of children diagnosed with cancer and have identified specific informational needs that they require before they can deliver support .…”
Section: Methodsmentioning
confidence: 99%
“…Most Australian teachers do not complete pre-service or inservice training aimed at meeting the needs of children diagnosed with cancer or other chronic illnesses. 30 Teachers may not feel prepared to accommodate the needs of children diagnosed with cancer and have identified specific informational needs that they require before they can deliver support. 14,31,32 Considering that 10-20% of all children and adolescents suffer a chronic illness, university curriculums should include training about educational implications and management of chronic illness in schools.…”
Section: Recommendation 3: To Improve Teacher Knowledge Of the Educatmentioning
confidence: 99%
“…Another study was taken into consideration; this study was conducted to examine the perception of teachers in terms of supporting pupils with long-term conditions, teachers training, and intervention in accordance to enhance their knowledge regarding long-term conditions. The results revealed that teachers received limited training in accordance with long term condition management (Hinton & Kirk, 2015). Lack of asthma education and training are the main reasons for deficient knowledge among the Jordanian school teachers Kawafha & Tawalbeh (2015).…”
Section: Discussionmentioning
confidence: 98%