Type 1 diabetes in schools: An integrative review of the literature

Problem: Children with Type 1 Diabetes (T1D) spend a large amount of time at school. Subsequently, school staff often need education around T1D management to optimise related outcomes. Education is particularly essential in primary school settings, due to lack of independence.

Aim: With no published review summarising the provision of diabetes education to schools, this integrative literature review aimed to investigate and present available literature regarding T1D education to school staff.

Eligibility criteria: This included studies published after 2013 in English, examining education provided to primary schools who support students with T1D. Systematic reviews, other non-empirical articles and records only containing abstracts were excluded.

Sample: Overall, 15 relevant studies were identified.

Analysis: Quality appraisal was undertaken using Joanna Briggs Critical Appraisal tools.

Results: There was wide variation in the number of school staff that had received training in the management of T1D. Studies reported that even schools with glucagon available had no trained staff to administer; while many studies did not differentiate results based on geographical location such as metropolitan or rural settings.

Conclusions: There is wide variation in the provision of education around T1D management in school settings. There is need for further research into differences in the provision of diabetes education across different geographical and rural areas.

Implications: For children living with T1D to receive optimal management at school there needs to be improved access to ongoing support, training and awareness for school staff and a more standardised approach to the provision of diabetes education from health professionals.