Malin Rising Holmström

Transitions in the Swedish school system and the impact on student’s positive self-reported-health

BackgroundTo explore three school based transitions and their impact on positive self- reported- health (SRH), pre-school to elementary school (6–10 y), elementary school to junior high school (10-13y), and junior high school to upper secondary school/high school (13-16y), in a long-term longitudinal population based study.MethodsThe study followed three cohorts through one school transition each.A longitudinal study with data from 6693 Health Dialogue questionnaires were used. Data were collected in the middle of Sweden during 2007–2012 with school children age 6–16 years old.ResultsSeveral significant factors were identified with an impact for a positive self-reported-health among children age 6-16y; not feeling sad or depressed, afraid or worried, positive school environment (schoolyard and restrooms), not bullied, good sleep, daily physical activity and ability to concentrate. There was no single factor identified, the factors differed according to gender and age.ConclusionThe study have identified several gender and age specific factors for successful school transitions relevant for a positive SRH. This is valuable information for school staff, parents and school children and provides a possibility to provide support and assistance when needed.

Health among 6-year-old children in a Swedish county: based on the Health Dialogue

Aim To explore the experiences of self-reported health (SRH) of 6-year-old boys and girls. Background The goals for the Swedish School Health Services (SHS) are to identify health problems, take measures to prevent illness, and promote health. One approach used to achieve this is the use of the Health Dialogue (HD) questionnaire. The HD is offered at three occasions during compulsory school and once in high school; it follows the childs development and growth from 6 to 16 years old. Methods The HD is a structured questionnaire consisting of 15 questions related to health, each phrased in a positive manner. The HD represents a cross-sectional image of the childs SRH according to the child and parents. The SRH in this study is based on the results from the 5259 HD questionnaires conducted during 2006–2009 with 6-year-old children and parents. OR were analyzed for the HD. Results Experiencing comfortableness in preschool, good sleep, absence of severe headaches, being physical active/play every day, and not being a victim for bullying shows to be important preschool indicators for boys and girls. Discussion The most important health variable tagging in the preschool childrens positive SRH was comfortableness in preschool. Both boys and girls need to feel comfortable in preschool to report a positive SRH in school. The girls seem to be more dependent on comfortableness, being physical active, and not being bullied while the boys need to have lunch in school every day and not to show symptoms like severe headaches. Conclusion The most important health variable tagging the preschool childrens SRH is comfortableness in school. The HD can increase the knowledge of 6-year-old childrens SRH and also be a tool to gain further insight into childrens health by highlighting patterns in childrens SRH.

To integrate and manage diabetes in school: Youth’s experiences of living with Type 1 diabetes in relation to school – a qualitative study

In Sweden, each year approximately 700 children develop Type 1 diabetes. Living with the illness is a challenge for youth and requires adjustments to lifestyle, and to manage school. The aim was to describe youths’ experiences of living with Type 1 diabetes in relation to school. A qualitative research design was used and interviews were performed with eight girls and five boys with Type 1 diabetes. The interviews were subjected to qualitative content analysis. Three themes were identified: to be friends with the diabetes, striving for normality and receiving support from others. Results showed a need to increase the understanding of T1D and diabetic competence within the Swedish school system and knowledge of youths’ own experiences is vital in this work. Living with T1D was a struggle for normality, independency and the youth needed to be friends with diabetes to handle everyday self-management. Although there are demanding life and school circumstances, it eventually becomes possible for the youth to handle the illness and to integrate and manage diabetes in school.

Skolsköterskans rolltransformering till den nya hälsofrämjande positionen: The transformation of the school nurse’s role towards the new health-promoting position

Aim The aim of this study was to describe the role transformation of school nurses towards primary health promotion, and secondary preventive and health treatment work. Background According to the Swedish educational act, the school nurse profession has changed towards being mainly health promotion and secondary preventive and health treatment work. Method The study consisted of a qualitative study design with content analysis inspired by Elo and Kyngäs. Sixteen individual interviews were conducted with school nurses from across one county. Findings The role transformation towards a more health promotion was described by school nurses’ statements. The process of the transformation differed among the school nurses. Three categories illuminated their work; professional approach, student-centred and collaboration. Conclusion The role transformation process required enhanced relation and communicational skills. Structured collegial supervision might support the process.

Being Facilitators in a Challenging Context-school Personnel's Experiences of Caring for Youth with Diabetes Type 1

Purpose: The purpose of the study was to describe school personnels experiences of caring for youth with diabetes type 1. Design and Methods: A qualitative design was chosen for this study. Data were collected with individual interviews that were subjected to inductive qualitative content analysis. The sample consisted of 24 school personnel (teachers, principals and school nurses) from Swedish schools. All had experience with youth aged 6 to 18years old with diabetes type 1. Results: School personnel experienced caring for youth with diabetes type 1 as “Being facilitators in a challenging context” and described establishing trusting relationships, finding strategies to support self‐care, feeling uncertain and incapable in need of education, and dealing with unclear responsibility. Conclusions: School personnel (teachers, principals and school nurses) are key professionals supporting youth with diabetes type 1 and self‐care in school. Lack of education and unclear responsibility created feelings of uncertainty and insecurity for school personnel and a need for mandatory education of school personnel regarding T1DM and self‐care, including legislation was identified. Implications: Mandatory education should be provided for all school personnel regarding diabetes type 1, self‐care and current legislation. A liason position in form of a nurse specialist should manage the education. HIGHLIGHTSSchool personnel are key professionals for caring and supporting youth with diabetes type 1.A mandatory education regarding T1DM and self‐care is an important health and educational policy issue.The question of accountability for Swedish school personnel needs to be clarified.More collaboration between the healthcare and educational system is neededA liason position in form of a nurse specialist should manage the education.