Background Type 1 diabetes mellitus (T1DM) is a common childhood condition requiring proper management, with teachers playing a vital role in recognizing symptoms and providing support. This study assesses their knowledge, attitudes, and practices to identify gaps and recommend improvements. Aim The study aims to assess school teachers' knowledge, attitudes, and practices regarding the management of T1DM in children in the UAE. Methods A descriptive cross-sectional study was conducted among 402 primary school teachers using convenience sampling. A structured, adapted 47-item questionnaire was developed and piloted. Data were analyzed using SPSS Version 25 (IBM SPSS Statistics for Windows, IBM Corp., Armonk, NY) with descriptive statistics and chi-square tests (p ≤ 0.05), and multivariable logistic regression was performed. Results were presented using bar and pie charts. Results Participants were predominantly female (293, 72.9%). A total of 277 (69.1%) participants were aged 31-50 years. Good knowledge was highest for questions such as blood glucose level determining dose of treatment (81.6%) and first-aid response when students felt unwell (80.8%), but lower for exercise precautions (52.7%) and hypoglycemia management (56.0%). Positive attitudes were widespread, with 91.6% strongly supporting school-based diabetes initiatives. Practices varied; while most teachers regularly observed blood glucose checks and insulin administration, only 38 of the experienced teachers (21.3%) had received formal training, and 116 (65.2%) followed standardized protocols. Knowledge was significantly associated with age, gender, family history of chronic illnesses and T1DM, scientific major, and prior experience with diabetic students (p < 0.05), while attitudes were mainly associated with knowledge and good practices (p < 0.001). Conclusion The study shows that the teachers’ willingness to support T1DM students exceeds their preparedness to manage care and emergencies. Establishing a unified, tiered-training and algorithm-based action plan, adapted from successful models by the ADA, across all UAE schools may potentially provide structured, step-wise instructions for routine and emergency care. Such a system may possibly enhance safety, reduce variability in practice, and ensure consistent, evidence-based support for students with T1DM.
Jamal et al. (2026) studied this question.