An exploration of secondary school teachers’ beliefs and attitudes about adolescent children with chronic fatigue syndrome

Everett, Tina; Fulton, Colette

doi:10.1111/1467-9604.00229

Cited by 5 publications

(4 citation statements)

References 19 publications

(25 reference statements)

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“…19 Teachers' genuine concern about their students' needs is valuable, nevertheless, attitudes towards CFS/ME might impact experiences in students with CFS/ME. 17 Advice from healthcare providers is usually necessary to prevent a course of intuitive trying and failing when adapting education for young people with CFS/ME. 20 Teachers also need acceptance and resources from their leaders to be able to adapt education adequately to the student's needs.…”

Section: Discussionmentioning

confidence: 99%

“…1 3 Also, the uncertainties surrounding CFS/ME diagnosis and especially CFS/ME aetiology could further contribute to a lack of understanding and disbelief from schools. 17 This may lead to overambitious plans for school attendance. 4 One reason for why overambitious or inadequate plans are made can be to reduce the negative consequences for healthy students.…”

Section: Discussionmentioning

confidence: 99%

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Factors related to educational adaptations and social life at school experienced by young people with CFS/ME: a qualitative study

et al. 2021

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ObjectivesTo explore factors perceived as positive or negative among young people with chronic fatigue syndrome/myalgic encephalomyelitis (CFS/ME) in relation to school and everyday life.DesignA qualitative study with semistructured individual interviews performed at the local hospital or at the informants’ homes between September 2017 and January 2018, with an additional telephone interview to collect data on experiences from the COVID-19 pandemic, conducted in September 2020. Data were analysed using a grounded theory approach.SettingThe informants were recruited from two university hospitals that offer interdisciplinary assessments of young people with CFS/ME from various parts of Norway.ParticipantsFive males and 13 females aged 13–21 years with CFS/ME diagnosed 3–56 months prior to the interviews participated.ResultsThe informants were concerned about a lack of educational adaptations and missed social life at school. Educational and social adaptations could improve schooling and health among young people with CFS/ME. Negative experiences were related to a lack of knowledge about CFS/ME among school personnel and young people’s difficulties to limit activities. Online teaching as experienced during the COVID-19 pandemic was described as positive both for education and social life.ConclusionsYoung people with CFS/ME can benefit from better educational adaptations and increased social interaction with peers. From the participants’ view, factors that limit learning and socialisation include a lack of knowledge about CFS/ME among teachers and school personnel, expectations from teachers of doing more than they could manage at school, feeling alone coping with the disease and not recognising their own limitations regarding what they are able to do. Suggested factors perceived to enhance learning and socialisation were a better understanding of the disease among school personnel and peers, suitable educational adaptations and being able to socialise with peers.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Factors related to educational adaptations and social life at school experienced by young people with CFS/ME: a qualitative study

et al. 2021

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“…The loss of education and social life may lead to depressive thoughts and anxiety in students with CFS/ME ( 29 , 30 , 32 ). Thus, teachers, counselors, and school nurses need education about how CFS/ME impacts academic performance and social life in affected students ( 1 , 20 , 33 ).…”

Section: Discussionmentioning

confidence: 99%

Experiences Among School Personnel and School Nurses on Educational Adaptations for Students With CFS/ME: A Qualitative Interview Study

2021

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Introduction: Chronic fatigue syndrome (CFS/ME) is a disabling disease severely impacting school attendance, education, and social life in young students. Uncertainties surrounding CFS/ME etiology may impact the interpretation of CFS/ME in schools. Thus, school personnel need information from health care providers to make adequate adaptations to education and social life at school for these students.Objectives: To explore teachers, counselors, and school nurses' experiences with adapting education for students with CFS/ME aged 13–19 in secondary and high schools.Design: A qualitative study with focus group interviews and individual interviews performed face-to-face or digitally between November 2020 and March 2021. Data were analyzed using Systematic text condensation.Participants: Six teachers, two counselors, and four school nurses in secondary and high school participated.Results: Adapting education for students with CFS/ME was challenging, especially before the students received a diagnosis. The challenges were related to identifying the students' adaptational needs, maintaining a teacher-student relationship due to school absence, difficulties in maintaining continuity of education, and uncertainty regarding the diagnosis. Successful adaptations were related to quickly reacting to school absence, early referral to educational, psychological services, a close collaboration with the school management, and the development of digital teaching for students with CFS/ME. Interdisciplinary collaboration and a clear, constructive plan with adaptive measures, including maintained teacher-student communication and educational and social adaptations, may be useful in preventing the losses, young people, with CFS/ME experience.Conclusion: Early interdisciplinary collaboration to adapt education and social life at school for students with CFS/ME, may support teachers, counselors, and school nurses in their efforts to adapt education and prevent losses related to academic and social development in students with CFS/ME.

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“…In the case of children with chronic renal failure specifically, the dearth of research on issues of hospital-school liaison -and issues of educational provision at large -has been particularly pronounced. Furthermore, the relatively few existing studies (completed in the UK and the USA) addressing educational issues in children with chronic medical conditions have investigated mainly the perspectives of the children, their parents and their teachers, whereas the views of health professionals -key people involved in the children's lives and care -are largely missing (Asprey and Nash, 2006;Bolton, 1997;Chacraborty and Hamer, 2005;Everett and Fulton, 2002;Harris and Farrell, 2004;Lynch et al, 1992;McCann et al, 2002;Mukherjee et al, 2000Mukherjee et al, , 2002Norris and Closs, 2003). This suggests a particular need for further research investigating health professionals' perspectives on the education of children with chronic illnesses.…”

Section: Introductionmentioning

confidence: 99%

Hospital—school liaison: perspectives of health and education professionals supporting children with renal transplants

Poursanidou

Garner

Watson

2008

J Child Health Care

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This article explores collaboration between health and education staff as a key aspect of educational provision for children with chronic medical conditions, drawing upon material from interviews with eight health professionals (paediatric nephrologists and specialist renal nurses) and 11 mainstream schoolteachers involved in the care and schooling of children with renal transplants. Notwithstanding the apparent existence of good practice, a complex interplay of attitudinal, institutional and wider political and economic factors is identified that is likely to undermine the effectiveness of collaboration between health and education professionals. The importance of hospital-school liaison -that is, of a proactive, preventative and hence systematic and strategic nature -is highlighted. Such findings have a particular relevance for policy and practice in the context of the current Every Child Matters agenda, and are likely to have wider applicability to the education of chronically-ill children at large.

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An exploration of secondary school teachers’ beliefs and attitudes about adolescent children with chronic fatigue syndrome

Cited by 5 publications

References 19 publications

Factors related to educational adaptations and social life at school experienced by young people with CFS/ME: a qualitative study

Factors related to educational adaptations and social life at school experienced by young people with CFS/ME: a qualitative study

Experiences Among School Personnel and School Nurses on Educational Adaptations for Students With CFS/ME: A Qualitative Interview Study

Hospital—school liaison: perspectives of health and education professionals supporting children with renal transplants

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