Winnipeg-based elementary school teachers’ perspectives on food allergy management and practices: a qualitative investigation
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Date
2023-01-17
Authors
Santos, Mae Jhelene L.
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Abstract
Introduction
Food allergy affects approximately 7.0% of children worldwide. Children spend most of their
waking hours at school, yet, teachers, who have the majority of contact with children during all
school day, have variable food allergy-related knowledge.
Objective
We aimed to identify how Winnipeg-based elementary school teachers manage food allergic
reactions in their classrooms and schools.
Methods
Winnipeg-based public and private school teachers who taught Kindergarten to Grade 6 were
recruited via social media and word-of-mouth, and were interviewed virtually consent.
Interviews were recorded and transcribed verbatim. The study followed a pragmatic framework.
Data were analysed via thematic analysis. Member checking was done to enhance study rigour.
Results
We interviewed 16 teachers, who taught primarily public school and between Kindergarten Grade 3.
The manuscript presents four identified themes. Theme 1 (“Each classroom is a case-by-case
basis”) describes the minimal standardization and inconsistent policies and education between
and within schools. Theme 2 (Food allergy-related knowledge, experience and supports shape
teachers’ confidence) reflected teachers’ variable confidence/perceived food allergy knowledge.
Theme 3 (Food allergy could be a more prominent conversation for teachers to “debunk the
myths”) captured the lack of standardized food allergy education for teachers. Theme 4
(Communication between all parties is essential) described how teachers’ reliance on school
staff, families and students to effectively communicate.
The published paper presents two identified themes. Theme 1 (COVID-19 restrictions made
mealtimes more manageable) depicted how pandemic-related restrictions, such as enhanced
cleaning, handwashing, and emphasis on no food sharing, were deemed positively influencing
food allergy management. Theme 2 (Food allergy management was indirectly adapted to fit
changing COVID-19 restrictions) captured how food allergy management had to be adapted to
pandemic restrictions. Teachers also had less nursing supports and virtual training.
Conclusions
Teachers’ food allergy management was informed by their knowledge and lived experience,
guided by school policies, and students’ needs. Continuation of pandemic-related restrictions
may enhance food allergy management in the classroom. Teachers unanimously wanted further
food allergy education and training, and resources to improve communication gaps and language
barriers. More training throughout the school year and multimedia resources may be beneficial.
Description
Keywords
food allergy, school, anaphylaxis, elementary school, teachers, qualitative study, interviews