Evaluation of the Impact of a Psychoeducational Program on Type 1 Diabetes in Italian Schools: A Pre-Post Study
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| Title: | Evaluation of the Impact of a Psychoeducational Program on Type 1 Diabetes in Italian Schools: A Pre-Post Study |
|---|---|
| Language: | English |
| Authors: | Gaia Caldarelli, Alda Troncone (ORCID |
| Source: | Journal of School Health. 2026 96(5). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Foreign Countries, Diabetes, Health Education, Psychoeducational Methods, School Personnel, Intervention, Prevention, Online Courses, Staff Development, Knowledge Level, Self Efficacy, Attitudes, Inclusion, Student Needs, Elementary Secondary Education |
| Geographic Terms: | Italy |
| DOI: | 10.1111/josh.70141 |
| ISSN: | 0022-4391 1746-1561 |
| Abstract: | Background: Educating school personnel on Type 1 Diabetes (T1D) management is essential for ensuring prompt interventions, preventing complications, and creating a safe environment for students. This study evaluated the impact of a synchronous, online psychoeducational program implemented in schools in Southern Italy. Contributions to Practice: This research demonstrates the positive impact of a psychoeducational intervention program aimed at increasing T1D literacy, developed in accordance with national and international guidelines and delivered in schools attended by children receiving care at the authors' clinical center. Pre-post questionnaires completed by 436 staff members indicated significant increases in T1D knowledge (p < 0.001, d = 0.48) and perceived self-efficacy (p < 0.001, d = 0.99), as well as improved ability to recognize hypoglycemia symptoms (p < 0.001, d = 0.97). Additionally, the program reduced dysfunctional beliefs regarding the needs of children and adolescents with T1D (p < 0.001). Implications for School Health Policy, Practice, and Equity: Implementing a T1D psychoeducational program for school staff members may promote the inclusion of students with T1D and help dispel misconceptions about the condition and students' care needs. Conclusions: This study provides evidence of the positive impact of a synchronous online program to improve T1D knowledge and perceived self-efficacy among Italian school staff. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504494 |
| Database: | ERIC |
| Abstract: | Background: Educating school personnel on Type 1 Diabetes (T1D) management is essential for ensuring prompt interventions, preventing complications, and creating a safe environment for students. This study evaluated the impact of a synchronous, online psychoeducational program implemented in schools in Southern Italy. Contributions to Practice: This research demonstrates the positive impact of a psychoeducational intervention program aimed at increasing T1D literacy, developed in accordance with national and international guidelines and delivered in schools attended by children receiving care at the authors' clinical center. Pre-post questionnaires completed by 436 staff members indicated significant increases in T1D knowledge (p < 0.001, d = 0.48) and perceived self-efficacy (p < 0.001, d = 0.99), as well as improved ability to recognize hypoglycemia symptoms (p < 0.001, d = 0.97). Additionally, the program reduced dysfunctional beliefs regarding the needs of children and adolescents with T1D (p < 0.001). Implications for School Health Policy, Practice, and Equity: Implementing a T1D psychoeducational program for school staff members may promote the inclusion of students with T1D and help dispel misconceptions about the condition and students' care needs. Conclusions: This study provides evidence of the positive impact of a synchronous online program to improve T1D knowledge and perceived self-efficacy among Italian school staff. |
|---|---|
| ISSN: | 0022-4391 1746-1561 |
| DOI: | 10.1111/josh.70141 |
