Dissemination of EAACI food allergy guidelines using a flexible, practical, whole school allergy awareness toolkit

Abstract

Background: Essential training for emergency adrenaline auto-injector administration alone provides an inadequate safeguard in school environments. Recent UK deaths have reinforced the urgency for embedding whole school (WS) allergy awareness to minimise risk. We documented the development of a practical, flexible WS Food Allergy Awareness Toolkit for UK secondary schools. Methods:We used a multidisciplinary participatory action research methodology, involving successive modification and retesting of a pragmatic toolkit in 3 case study schools. A School Allergy Action Group drives WS risk assessment, helping schools gradually implement best practice policy in line with their particular needs. Additional schools self-piloted the resulting toolkit with only remote monitoring. School surveys, based on EAACI guidelines were developed to identify priorities and assess change.Results: Effectiveness of the resulting process toolkit, now available online, was independently demonstrated via pre/post-intervention questionnaires from 24/10 pupils with food allergy (FA) and 97/6 pupils without FA, respectively. Pearson correlational analysis showed strong negative relationships between Food Allergy Quality of Life Questionnaire (FAQLQ) at T0 and School Support (SS) at T0 (r = −0.8, P<0.01), and between SS and Self-Efficacy (SE) (r = 0.73, P<0.05). Mean FAQLQ scores improved between T0 (3.3) and T1 (2.5). SE improved for those with FA (mean difference = 1.0).In those without FA, SE (mean difference = 0.9) and Attitudes and Knowledge (mean difference = 0.7) also improved.Conclusions: Full stakeholder involvement in toolkit development encourages usage and, therefore, improves WS community awareness; reduces risk of reactions; fosters a more accepting societal attitude and empowers pupils with/without allergies to selfmanage effectively.

A practical toolbox for the effective transition of adolescents and young adults with asthma and allergies: An EAACI position paper

“… 37 So, AYA often need to self‐manage their allergies or asthma at school, to communicate their needs, to prevent or minimize the impact of accidental adverse events, to raise awareness and to cope with any stigma. 38 , 39 , 40 Although there is a paucity of research carried out in work settings, it is likely that similar challenges exist. Standard allergy policies, such as those supplied by Local Authorities, may lack school‐specific practical solutions targeted at the real‐world challenges faced by AYA.…”

“…Standard allergy policies, such as those supplied by Local Authorities, may lack school‐specific practical solutions targeted at the real‐world challenges faced by AYA. 38 An important part of supporting AYA at school and work is to develop age‐appropriate and context‐specific online resources. These resources, if evidence‐based, may promote skills for self‐awareness, self‐management, social awareness, relationships and social decision‐making.…”

“…Although online resources targeted to AYA are important, a more effective strategy may be to raise awareness across the whole school community. 38 A whole‐school approach recognizes that all aspects of the school community can impact student health and wellbeing 35 , 36 , 38 in addition to helping reduce the social stigma and bullying associated with allergies or asthma through correcting current misconceptions, improving knowledge, empathy and overall management awareness. Whole‐school risk assessment and appropriate daily risk management may prevent incidents occurring, as well as raise awareness, which may in turn positively impact the quality of life of pupils with food and other allergies and asthma.…”

Beliefs about food allergies in adolescents aged 11–19 years: A systematic review

“…Allergy clinics should work in collaboration with existing support groups and encourage creation in areas where none are yet established to foster these support systems. Changing beliefs and behaviours of peers through education of FA and FA guidelines through incorporating tools such as a whole school awareness toolkit 48 may improve beliefs and behaviours of those with FA and reduce risky behaviour. Educating the wider community, beyond immediate peers, is also important for decreasing risk of reactions and reducing the negative impact of diagnosis and FA management.…”

“…5,45 Teachers and other school staff may benefit from training regarding managing FA and how to navigate risk. Peers in school should receive further education about FA, potentially utilising whole-school toolkits such as by Higgs et al 48 which may reduce bullying and stigma. 24,28,29 Adolescents feel peers could be more supportive with their allergic conditions, 12,13 and with increased peer acceptance and understanding, beliefs may change and shape attitudes towards FA, its impact and management.…”