INTRODUCTION

Across Australia, there are 12,061 children with type 1 diabetes (T1D) of school age (3-18 years old) ¹ who spend approximately one third of their time attending school or preschool.  However, children, their families and schools are informed about T1D and supported in a different way in each state and territory and between schools.

DESCRIPTION OF THE ISSUE

Optimising glycaemic control will help children with T1D to achieve their academic potential, which is an important goal for the child, their family, their teachers and the diabetes treating team. Another aim is to ensure these children are fully supported to participate in all that school can offer them along the academic pathway and towards healthy psychosocial development.

In order to determine a best practice approach to diabetes management in school and preschool, it is necessary to first examine what is happening in all states and territories, so a more consistent and united approach can be developed.

OUTCOMES

Enabling teachers and school staff to confidently support children with T1D to undertake diabetes care tasks at school is an important component along with ensuring communication between home, school and diabetes treating team are optimal.

A consistent approach to T1D support in schools and preschools across Australia will benefit all young people with T1D, and support teachers to do what they are primarily trained to do – educate children to achieve their full academic capability.

RECOMMENDATIONS

Professor Fergus Cameron’s research focuses on the association between glycaemic excursions and cognitive functioning. This Symposium will provide an opportunity to consider the study findings, as well as to discuss various case scenarios which will inform the wider diabetes care provider community using an expert panel discussion approach.

This approach will then inform policy and develop strategies that better support all children with T1D across Australia.