Reported school experiences of young people living with sickle cell disorder in England.

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dc.contributor.authorDyson, Simon
dc.contributor.authorAbuateya, Hala
dc.contributor.authorAtkin, Karl
dc.contributor.authorCulley, Lorraine
dc.contributor.authorDyson, Sue, 1960-
dc.contributor.authorRowley, David T.
dc.date.accessioned2010-03-02T10:14:27Z
dc.date.available2010-03-02T10:14:27Z
dc.date.issued2010-02
dc.descriptionWe are grateful to all the young people and their families for their time in replying to the survey. We would like to acknowledge the work of the Sickle Cell and Education group (SCED) in helping with the survey, including David Rees, Moira Dick, Susan Height, Sandra O’Driscoll, Shirley Samuel, Baba Inusa, Jo Howard, Helen Appleby, Neil Westerdale, Lola Oni, Elizabeth Okuyiga, Vesna Graham, Beatrice Barbola, Gavin Cho, Michele Afif, Lurieteen Miller, Susan Crawford, Maureen Williams, Janet Lawrence, Paulette Gaskin, Wendy Mills, Sekai Tangay, Bernice Burton, Comfort Okolo, Evelyn Chibambo, Beverley Smalling, Anthony Akhidenor, Mary Opare-Ababio, Joanne McLoughlin, Iyamide Thomas, Comfort Ndive, Blanche McCalla, Anthony Mason, Carol Nwosu, Cecilia Shoetan, Tito Idowu, Eileen Bowen, Susan Mew, Beverley Bell-Jessop, Maureen Scarlet, Monica Noel, Carol King, Winston Nurse, Melita Dixon, Angela Dias, Sonia Lindsay, Sharon Wilson, Anndeloris Chacon, and Marjorie Ritchie.en
dc.description.abstractA survey of 569 young people with sickle cell disorder (SCD) in England has found such pupils miss considerable periods of time from school, typically in short periods of two or three days. One-in-eight have school absences equating to government defined “persistent absence”. Students with SCD report that they are not helped to catch up these school absences. Half the children reported not being allowed to use the toilet when needed and not being allowed water in class; a third reported being made to take unsuitable exercise and being called lazy when tired. Children perceived both physical environment (temperature, school furniture) and social environment (being upset by teachers or other pupils) as triggers to episodes of their illness. Policy initiatives on school absences; preventive measures to ensure maintenance of good health; and measures to prevent perceived social attitudes precipitating ill-health would also support children with other chronic illnesses at school.en
dc.description.sponsorshipEconomic and Social Research Council (Grant RES-000-23-1486)en
dc.identifier.citationDyson, S.M., Abuateya, H., Atkin, K., Culley, L.A., Dyson, S.E. and Rowley, D.T. (2010) Reported school experiences of young people living with sickle cell disorder in England. British Educational Research Journal, 36 (1) pp.125-142en
dc.identifier.doihttps://doi.org/10.1080/01411920902878941
dc.identifier.issn0141-1926
dc.identifier.urihttp://hdl.handle.net/2086/3493
dc.language.isoenen
dc.peerreviewedYesen
dc.publisherRoutledgeen
dc.researchgroupUnit for the Social Study of Thalassaemia and Sickle Cellen
dc.researchgroupReproduction Research Group
dc.researchgroupMary Seacole Research Centre
dc.researchgroupNursing and Midwifery Research Centre
dc.researchgroupHealth Policy Research Unit
dc.researchinstituteInstitute for Allied Health Sciences Researchen
dc.researchinstituteCentre for Reproduction Research (CRR)en
dc.subjectsickle cellen
dc.subjecteducationen
dc.subjectschoolen
dc.subjectchronic illnessen
dc.subjectBlack pupilsen
dc.subjectEnglanden
dc.subjectschool healthen
dc.subjectDepartment of Children, Schools and Familiesen
dc.titleReported school experiences of young people living with sickle cell disorder in England.en
dc.typeArticleen

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