From the same journal

From the same journal

Supporting pupils in mainstream school with an illness or disability: young people's views

Research output: Contribution to journalArticle


  • S Wright
  • P Sloper
  • J Lightfoot


Publication details

JournalChild: care, health and development
DatePublished - Jul 1999
Issue number4
Number of pages17
Pages (from-to)267-283
Original languageEnglish


To date, little research has focused directly on health-related support in school for children with a chronic illness or physical disability, yet these children are known to be at increased risk for psychosocial and academic problems. In addition, few studies have sought the views of pupils directly: those which have report a wide range of problems with school life. The increasing numbers of children surviving and managing their health conditions, together with Uh policy for inclusive education, means that a growing proportion of pupils in mainstream schools require understanding of their special health needs and may need service support from education and health professionals. This paper presents findings from semistructured interviews with 33 mainstream secondary school pupils with a variety of illnesses and disabilities on the impact of their health condition on school life. Results show that young people valued school and were actively managing the effects of their condition, but needed support from others. Informal support was most frequently cited, including parents - particularly mothers - teachers and close friends. The main difficulties were implications of school absence, exclusion from school life, teachers' reactions to the illness or disability, and peer relationships. The discussion focuses on ways in which health professionals can play a part in supporting pupils both directly and indirectly, through helping others in school understand the condition and its impact on school life.

    Research areas

  • chronic illness, health-related support in school, physical disability, young people's views, CHILDREN, TEACHERS

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