Similä Wenche Ann, Rø Torstein Baade, Nøst Torunn Hatlen
Children's Clinic, St. Olavs Hospital, Trondheim University Hospital, Trondheim, Norway.
Department of Clinical and Molecular Medicine, Norwegian University of Science and Technology, Trondheim, Norway.
Front Pediatr. 2021 Nov 11;9:756963. doi: 10.3389/fped.2021.756963. eCollection 2021.
Chronic fatigue syndrome (CFS/ME) is a disabling disease severely impacting school attendance, education, and social life in young students. Uncertainties surrounding CFS/ME etiology may impact the interpretation of CFS/ME in schools. Thus, school personnel need information from health care providers to make adequate adaptations to education and social life at school for these students. To explore teachers, counselors, and school nurses' experiences with adapting education for students with CFS/ME aged 13-19 in secondary and high schools. A qualitative study with focus group interviews and individual interviews performed face-to-face or digitally between November 2020 and March 2021. Data were analyzed using Systematic text condensation. Six teachers, two counselors, and four school nurses in secondary and high school participated. Adapting education for students with CFS/ME was challenging, especially before the students received a diagnosis. The challenges were related to identifying the students' adaptational needs, maintaining a teacher-student relationship due to school absence, difficulties in maintaining continuity of education, and uncertainty regarding the diagnosis. Successful adaptations were related to quickly reacting to school absence, early referral to educational, psychological services, a close collaboration with the school management, and the development of digital teaching for students with CFS/ME. Interdisciplinary collaboration and a clear, constructive plan with adaptive measures, including maintained teacher-student communication and educational and social adaptations, may be useful in preventing the losses, young people, with CFS/ME experience. Early interdisciplinary collaboration to adapt education and social life at school for students with CFS/ME, may support teachers, counselors, and school nurses in their efforts to adapt education and prevent losses related to academic and social development in students with CFS/ME.
慢性疲劳综合征（CFS/ME）是一种致残性疾病，严重影响青少年学生的上学出勤率、学业及社交生活。围绕CFS/ME病因的不确定性可能会影响学校对CFS/ME的解读。因此，学校工作人员需要医疗保健提供者提供的信息，以便为这些学生在学校的教育和社交生活做出适当调整。本研究旨在探索中学教师、辅导员和学校护士在为13 - 19岁患有CFS/ME的学生调整教育方面的经验。这是一项定性研究，于2020年11月至2021年3月通过面对面或线上方式进行焦点小组访谈和个人访谈。采用系统文本浓缩法对数据进行分析。共有六名中学教师、两名辅导员和四名学校护士参与。为患有CFS/ME的学生调整教育具有挑战性，尤其是在学生得到诊断之前。这些挑战包括确定学生的适应需求、因学生缺课而维持师生关系、保持教育连续性的困难以及诊断的不确定性。成功的调整措施包括对学生缺课迅速做出反应、尽早转介至教育和心理服务机构、与学校管理层密切合作以及为患有CFS/ME的学生开发数字化教学。跨学科合作以及制定明确、建设性的适应措施计划，包括维持师生沟通以及教育和社交方面的调整，可能有助于防止患有CFS/ME的年轻人遭受损失。早期开展跨学科合作，为患有CFS/ME的学生调整学校教育和社交生活，可能会支持教师、辅导员和学校护士努力调整教育，并防止患有CFS/ME的学生在学业和社交发展方面遭受损失。
