Jordan Abbie, Vasileiou Konstantina, Brown Ceri, Caes Line
Centre for Pain Research, University of Bath, Bath BA2 7AY, UK.
Department of Psychology, University of Bath, Bath BA2 7AY, UK.
Children (Basel). 2021 Jun 28;8(7):555. doi: 10.3390/children8070555.
Juvenile 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.
A 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.
Analyses 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.
This 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.
青少年特发性关节炎（JIA）对儿童生活的诸多方面都有不良影响，包括学校学习情况。本研究超越了获取儿童关于学校学习情况的报告，转而考察教师在学校支持患JIA儿童的经历。
共招募了51名英国教师，他们都有在学校支持7至11岁患JIA儿童的经验。参与者完成了一项关于他们在学校支持患JIA儿童的认知和经历的在线定性调查，其中9名参与者的子样本随后完成了电话访谈，以更详细地探讨相关回答。调查和访谈数据采用传统的定性内容分析方法进行分析。
分析得出4个主题：（1）沟通，（2）灵活调整，（3）包容，（4）学习与了解。研究结果强调了教师与家长之间清晰沟通的重要性，此外还强调了教师需要为患JIA儿童提供个性化支持，以最大限度地让他们融入班级。
本文提供了关于教师如何采取积极主动和创造性策略来支持患JIA儿童的新知识，这些策略通常是在缺乏适当培训的情况下实施的，同时还确定了教师的支持需求和资源。
