Knowledge, Attitudes, and Practices of School Teachers Regarding Type 1 Diabetes Mellitus: A Literature Review

This literature review examines school teachers' knowledge, attitudes, and practices in managing students with Type 1 Diabetes Mellitus (T1DM), synthesizing 26 studies from 11 countries published between 2017 and 2024.While many teachers are willing to support students with T1DM, their knowledge, confidence, and preparedness vary considerably.Factors such as gender, prior diabetes-related training, teaching experience, and personal or family exposure to diabetes were associated with differences in teachers' ability to provide effective support.Teachers who have received structured training or previous experience with students with T1DM generally report greater confidence in managing diabetes-related emergencies.The review also identifies persistent challenges, including misconceptions about T1DM, inadequate training opportunities, limited access to school healthcare resources, and the absence of clear institutional policies.These barriers may compromise teachers' confidence and the safety of students living with T1DM.Despite these challenges, most teachers express a strong interest in receiving additional education and training.The findings highlight the need for comprehensive teacher training programs and stronger school-based support systems to enhance diabetes care and ensure a safe and supportive educational environment for students with T1DM.