The inclusion of pupils with a chronic health condition in mainstream school: what does it mean for teachers?

This paper reports on a study which investigated the support needs of pupil s in mainstream school with a chronic illness or physical disability. The r esearch was carried out in three local education authorities covering both rural and urban areas. In-depth, qualitative data were collected from 33 pu pils in secondary school; 58 parents of primary and secondary school pupils ; and 34 primary and secondary school teachers. Overall, the data from youn g people suggest variability in the support offered to pupils by teachers, even by teachers within the same school, and highlights the importance of t eachers' awareness and understanding of special health needs. A number of a reas where young people need support from teachers were identified, includi ng: dealing with school absence; taking part in school activities; peer rel ationships; explaining the condition to other pupils; and having someone to talk to about health-related worries. Data from teachers and parents indic ate that school staff need assistance with obtaining health-related informa tion; ensuring health-related information is passed between and within scho ols; providing emotional support; the provision of medical care; and coordi nating support for this group of pupils. The implications of the findings f or teachers, schools and educational policy are discussed.