Teachers’ knowledge about type 1 diabetes in public female elementary schools in Northern Saudi Arabia

Abstract

Summary Background Saudi Arabia ranks the 4th country in the world in incidence rate of Type 1 Diabetes (T1D), which is usually diagnosed in children and teens. Managing T1D at school is important for children’s short- and long-term health. Little is known about how much teachers are compatible to support students with diabetes in schools in northern Saudi Arabia. The aim of this study was to assess factual knowledge about T1D among teachers in public female elementary schools. Materials and methods This was a cross-sectional survey conducted in 18 elementary schools in Hail region, during October 16, 2019 to January 23, 2020. A structured self- administered questionnaire approached all school teachers and other school staff caring students (n = 600). Results A total of 504 questionnaires received completed (84.0% response rate). Overall, 220 (43.7%) teachers reported having had or currently having a student/s with T1D. Only a small percentage (10.8%) who stated that they had received training to support students with T1D. Participant attained an overall fair knowledge score (13.20 ± 3.81 on 20-point scale; 66.0%), however, only 27.3% who attained good score (≥ 80%) compatible with being an effective support person for students with diabetes. The multivariate logistic regression model, revealed that: (1) received training [adjusted Odds Ratio (aOR: 3.38; p < 0.001); (2) have/ever had diabetic student/s (aOR: 2.02; p = 0.002); (3) teacher himself is diabetic or have a near contact diabetic person (aOR: 2.35; p = 0.001); (4) family history of diabetes (aOR: 1.84; p = 0.015); and (5) teacher’s capacity to inject insulin (aOR: 1; p = 0.003), were factors that predicted teacher’s good knowledge. Conclusion Teachers in female elementary schools in our region need to improve their knowledge about diabetes in children, especially recognizing and management of diabetic emergencies. Training programs are crucially needed to empower teachers with knowledge and self-confidence in helping students with diabetes.