Knowledge of primary school teachers about asthma: a cross-sectional survey in the Umdoni sub-district, KwaZulu-Natal

Chronic diseases and illness in schools: Teachers' confidence in helping students with intellectual disabilities

Background

With movement to educate students with intellectual disabilities in special and mainstream schools, a considerable number of students with intellectual disabilities have common chronic diseases such as epilepsy and diabetes. In addition, these students may also face common illnesses, which occur in all students, such as fevers and headaches. Teachers are responsible for their students and provide first aid when needed. Therefore, this study aimed to determine whether teachers are confident in their ability to provide help when symptoms related to chronic diseases and illnesses occur.

Methods

In this cross-sectional study, questionnaires were sent to 300 male and female teachers of students with intellectual disabilities in Riyadh, Saudi Arabia.

Results

The findings illustrate that, in general, teachers have little confidence in helping students with chronic diseases and illnesses. Although the teachers felt that they were less confident in dealing with some symptoms of illnesses and chronic diseases, there were some symptoms that they showed either strong or low confidence in dealing with.

Conclusion

The recommendations include increasing teachers' confidence in providing first aid.

A cross-country qualitative analysis of teachers' perceptions of asthma care in sub-Saharan Africa

Asthma is the most common chronic respiratory disease among school-going adolescents worldwide. However, the burden of severe asthma is highest in Sub-Saharan Africa. This study aimed to explore teachers' perceptions of asthma care across six African countries. We conducted focus group discussions (FGDs) using a semi-structured interview guide. Interviews were audio-recorded, transcribed verbatim and analysed thematically. FGDs were conducted in Kumasi(Ghana), Blantyre (Malawi), Lagos (Nigeria), Durban (South Africa), Kampala (Uganda), and Harare (Zimbabwe) between 01 November 2020 and 30 June 2021. We identified two key themes related to asthma care; barriers to asthma care and suggestions to improve the care of adolescents with asthma. Barriers reported by teachers included a lack of knowledge and skills among themselves, adolescents, and caregivers. In addition, some traditional beliefs of teachers on asthma exacerbated challenges with asthma care in schools. Regarding suggestions, most teachers identified a need for all-inclusive asthma training programmes for teachers, adolescents and caregivers, focusing on acute episodes and mitigating triggers. Utilising teachers with personal experiences with asthma to advocate and support these initiatives was suggested. Further suggestions included the need for annual screening to enable early identification of adolescents with asthma and clarify restrictions on teachers administering asthma medications. Teachers across African schools identify multiple barriers to asthma care. Structured school education programs and annual asthma screening are key to addressing some barriers to care.

Teachers' perspectives of supporting pupils with long-term health conditions in mainstream schools: a narrative review of the literature

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 literature review was conducted using a systematic search of computerised databases and manual searches of key journals and reference lists to retrieve studies published between 2003 and 2013. Studies were critically appraised and key themes across studies identified. In total, 61 papers from 58 studies were included in the review. The findings suggest that teachers receive little formal training relevant to long-term condition management and are fearful of the risks involved in teaching children and young people with long-term conditions. Communication between families, school and health and social care services appears to be poor. Educational programmes developed in conjunction with and/or delivered by healthcare professionals seem to have the potential to increase teachers' knowledge and confidence. This review suggests that healthcare professionals have an important role to play in supporting teachers in identifying and meeting the needs of pupils with long-term conditions. It is vital that pupils with long-term conditions receive appropriate care and support in schools to ensure their safety and help them to integrate with their peers and achieve their academic potential. Limitations in the current evidence are highlighted and implications for future research are identified.