Teacher perceptions of children with recurrent headache pain
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Date
2011-08-26
Authors
MacNevin, Rebecca
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Abstract
Teachers’ understanding of and response to students with recurrent pain may affect
academic and pain related outcomes. This research examines the effect of communication
from a medical professional on teacher perceptions of a student experiencing recurrent
headache pain. Participants were 106 teachers (88 women and 18 men) from elementary,
middle, and high schools in the Halifax Regional School Board and the Chignecto-Central Regional School Board [mean teaching experience = 11.75 years (SD = 8.39);
mean grade level taught = 6.21 (SD = 3.41)]. Participants completed an online survey in
which they were presented with a vignette describing a hypothetical student with
headache pain. Fifty-five teachers were randomly assigned to read a letter from a
hypothetical medical professional detailing the symptoms and effects of recurrent
headache pain, whereas 51 teachers were randomly assigned to a control condition in
which they were provided with basic information about the IWK Health Centre.
Participants rated multiple dimensions of the student’s pain and provided open-ended
responses regarding their current knowledge of pain, as well as areas in which they would
benefit from further training; these responses were analyzed qualitatively using a content
analysis approach. Results indicated that teachers who received the letter perceived a
higher degree of pain severity than those who did not. Teachers who received the letter
were more likely to reduce the student’s workload and alter deadlines for tests and
assignments. Qualitative analyses indicated that teachers require more information and/or
training regarding the nature of recurrent pain in children (i.e., prevalence, symptoms,
medical management), as well as more information with respect to the types of physical
and academic accommodations appropriate for students with recurrent pain. This research
suggests that both education and health care professionals would benefit from more open
communication regarding the management of students with recurrent pain. The school
psychologist is in a unique position to facilitate communication and act as a liaison
between children and families and the various professionals involved in their care. As
such, school psychologists would benefit from training and education in the management
of health-related concerns among students.