ArticleChildren (Basel, Switzerland)2021
Supporting Primary School Children with Juvenile Idiopathic Arthritis: A Qualitative Investigation of Teaching Staff Experiences.
Article in Children (Basel, Switzerland), 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Improving Pain Outcomes for Children and Adolescents at School via a Socio-Ecological Public Health Lens: A Strengths-Focused Interview Study With Teachers.Paediatric & neonatal pain · 2025Article
- Handwriting speed in juvenile idiopathic arthritis using the detailed assessment of speed of handwriting.Pediatric rheumatology online journal · 2024Article
- Do Teachers Question the Reality of Pain in Their Students? A Survey Using the Concept of Pain Inventory-Proxy (COPI-Proxy).Children (Basel, Switzerland) · 2023Article
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
backgroundJuvenile idiopathic arthritis (JIA) has a deleterious impact on numerous areas of children's lives, including school functioning. This study moves beyond eliciting child reports of school functioning to examine teaching staff's experiences of supporting a child with JIA in school.
methodsA total of 51 UK-based teaching staff members with experience of supporting a child aged 7-11 years with JIA in school were recruited. Participants completed an online qualitative survey regarding their perceptions and experiences of supporting a child with JIA in school, with a subsample of 9 participants completing a subsequent telephone interview to explore responses in greater detail. Survey and interview data were analyzed using the conventional approach to qualitative content analysis.
resultsAnalyses generated 4 themes: (1) communicating, (2) flexing and adapting, (3) including, and (4) learning and knowing. Findings highlighted the importance of clear communication between teaching staff and parents in addition to the need for teaching staff to provide individualized support for children with JIA which maximized their inclusion within the class.
conclusionsThis paper provides new knowledge regarding how teaching staff adopt proactive and creative strategies to support children with JIA, often in the absence of appropriate training, identifying support needs and resources for teaching staff.
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Registered trials
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