Teachers' narratives about type 1 diabetes mellitus in the school context

Abstract

This study investigated the meanings produced by teachers about the impact of type 1 diabetes mellitus (T1DM) on students and the challenges of its management in the school context. The objective was to understand teachers' perceptions about the diagnosis of T1DM and its educational approach, seeking to contribute to the developmental issues of these children. The qualitative research used semi-structured interviews with three teachers from the Public School System. The data were analysed using Discursive Textual Analysis, categorised into reactions to diagnosis, perceptions of inclusion, and family-teacher interface. The results revealed fear and initial unpreparedness among teachers in the face of diagnosis, with knowledge based mainly on common sense or family information, and a lack of specific training offered by the school. The study found that schools lack infrastructure and health professionals, leading to dependence on family support for medical procedures, such as blood glucose measurement and insulin administration, often performed in inappropriate locations. Variation in dietary adaptation was observed, with a situation of social exclusion during meals, generating feelings of frustration in the student. The conclusions point to the urgent need for comprehensive teacher training on DM1, strengthening dialogue and partnership between family and school, and implementing effective public policies. These measures are crucial to ensure the allocation of resources, clear guidelines, and the promotion of an inclusive and safe environment that favours the full development of students with DM1, overcoming existing structural and attitudinal barriers.