Parent Perspectives of School/Daycare Experiences in Young Children Newly Diagnosed With Diabetes.

Authors

Alexa Stern
Brenda Duran
Randi Streisand, George Washington University
Christine H Wang
Carrie Tully, George Washington University
Lauren Clary, George Washington University
Katherine Gallagher
Fran Cogen, George Washington University
Lefkothea Karaviti
Maureen Monaghan, George Washington University
Marisa E Hilliard

Document Type

Journal Article

Publication Date

5-20-2023

Journal

Journal of pediatric psychology

Volume

48

Issue

5

Keywords

Adult; Child; Child, Preschool; Humans; Diabetes Mellitus, Type 1; Parents; Schools; Social Class; Students

DOI

10.1093/jpepsy/jsad011

Abstract

OBJECTIVE: A central part of family adjustment to a new diagnosis of type 1 diabetes (T1D) is integrating T1D management into the child's school/daycare. This may be particularly challenging for young children who rely on adults for their diabetes management. This study aimed to describe parent experiences with school/daycare during the first 1.5 years following a young child's T1D diagnosis.

METHODS: As part of a randomized controlled trial of a behavioral intervention, 157 parents of young children with new-onset (<2 >months) T1D reported on their child's school/daycare experience at baseline and at 9- and 15-month post-randomization. We used a mixed-methods design to describe and contextualize parents' experiences with school/daycare. Qualitative data were collected via open-ended responses, and quantitative data were collected from a demographic/medical from.

RESULTS: While most children were enrolled in school/daycare at all time points, over 50% of parents endorsed that T1D affected their child's enrollment, rejection, or removal from school/daycare at 9 or 15 months. We generated five themes related to parents' school/daycare experiences: Child factors, Parent factors, School/Daycare factors, Cooperation between Parents and Staff, and Socio-historical factors. Parents of younger children and those with lower subjective socioeconomic status were significantly more likely to endorse challenges with school/daycare enrollment.

CONCLUSIONS: School/daycare settings present challenges for parents of young children with T1D. Changes may need to occur across contexts to support early childhood education, including advocacy resources for parents to navigate school policies, increased training for school staff, and healthcare team outreach initiatives to parents and schools.

Recommended Citation

Stern, Alexa; Duran, Brenda; Streisand, Randi; Wang, Christine H; Tully, Carrie; Clary, Lauren; Gallagher, Katherine; Cogen, Fran; Karaviti, Lefkothea; Monaghan, Maureen; and Hilliard, Marisa E, "Parent Perspectives of School/Daycare Experiences in Young Children Newly Diagnosed With Diabetes." (2023). Health Sciences Education Research. Paper 366.
https://hsrc.himmelfarb.gwu.edu/educational_resources_research/366

Peer Reviewed

1