Introduction
Diagnosing type I diabetes in school-aged children can lead to long-term health problems, which may worsen due to non-compliance with treatment. As these children grow up, many may suffer from severe health issues that can be costly to the healthcare system, especially if uninsured. Social workers advocate for policies and programs that promote the inclusion and well-being of children with disabilities (Shapira et al.,2021). Failure to address these complications promptly can result in escalating costs and negative health impacts. Therefore, this paper examines the role of food management in managing diabetes in school-age children and its contribution to the solutions by developing and implementing healthy meal plans and educating school staff.
Diabetes Overview
Diabetes is a condition that alters how glucose, a sugar that serves as the primary source of fuel for the body, is utilized. As a result, the disease can cause a decrease in overall energy levels. The pancreas is a large, flat organ in one’s digestive tract that plays a vital role in digestion. Additionally, it produces insulin.
Insulin is a hormone that plays a crucial role in regulating blood glucose levels and providing energy to the cells of the human body (Shapira et al., 2021). It allows glucose to be accessed. When this occurs, sucrose begins to go from the blood into the body’s cells.
However, in people who have diabetes, either their bodies are unable to produce insulin or insulin does not work as it should in the body. Since sucrose cannot usually enter cells, the level of sugar in the blood is abnormally high. Without treatment, individuals with high blood glucose concentrations become progressively less capable. Glucose is essential for the body’s continued function.
A persistent illness in which the pancreas secretes almost no insulin, type 1 diabetes was formerly known as young adult diabetes or insulin-dependent diabetes. Insulin is a hormone that is thought to be responsible for allowing sugar to enter cells, thereby enabling the production of energy. Several things, including genetic features and some contaminations, may cause type 1 diabetes.
Adults are not immune to developing type 1 diabetes, even though it typically manifests in children or young adults (de Wit et al., 2020). The specific explanation behind type 1 diabetes is mysterious. Islets, also known as the islets of Langerhans, are pancreatic cells responsible for the secretion of insulin. Under normal circumstances, the body’s immune system, which constantly fights harmful microorganisms and infections, inadvertently destroys these cells. Hereditary factors, susceptibility to infections, and other components of a person’s genetic makeup can also contribute to the development of the condition.
Children of school age who have diabetes and have been diagnosed with diabetes may struggle with their emotional responses to the news of their condition, as well as the reactions of others, and they may experience anxiety about returning to school. Concerns about diabetes-related complications may also arise in adolescents over behaviors such as smoking, consuming alcohol, and using illegal drugs. During the improvement phase, healthcare providers may collaborate with the child and their family to develop an individualized plan for diabetes management that considers their unique needs, preferences, and lifestyle (Hood et al., 2018). A young child or adolescent who has just been diagnosed with diabetes will experience a wide range of responses and sensations. The initial responses of children and their parents often include shock, denial, anger, anguish, dread, and feelings of blame. These feelings will, in most cases, pass with time and appropriate support.
Signs and Symptoms of Diabetes in School-Age Children
Frequent urination, intense thirst and hunger, weariness, blurred vision, unexpected weight loss, dry mouth and skin, irritability, and mood swings are all symptoms of Type 1 diabetes in children of school age. Insulin therapy, which restores the body’s natural insulin production, is the standard gold treatment for Type 1 diabetes. A small sensor implanted under the skin, used for continuous glucose monitoring (CGM), enables the continuous monitoring of blood sugar levels throughout the day (Gallegos et al., 2023).
Insulin injections are administered by injecting the hormone into subcutaneous fat with a syringe or pen. Attached to the body, insulin pumps continuously release insulin throughout the day, with additional doses given just before meals. Subcutaneous glucose monitoring (CGM) includes the permanent placement of a small sensor that continuously analyzes blood sugar levels and communicates the data to a monitor or smartphone.
Role of Food Management Professionals in the Management of Diabetes in School-Age Children
Professionals in food management can help school-aged children control their diabetes. First, they can collaborate with schools to develop and implement nutritious food plans high in fiber and low in sugar and carbohydrates. They can also educate school employees on managing blood glucose levels and making healthy food choices (Seckold et al., 2019).
Second, food management professionals may educate parents and children about diabetes and its management. They can provide tools and assistance to youngsters to help them make appropriate food choices and regulate their blood glucose levels. They can also collaborate with parents to create meal plans tailored to their child’s needs. Ultimately, food management professionals can advocate for policy reforms that support healthy eating in schools.
Management
Complications like hypoglycemia and hyperglycemia can be avoided by closely monitoring blood sugar levels. Children with Type 1 diabetes who use insulin pumps and continuous glucose monitors had better blood sugar control and a lower risk of complications, according to a study published in the Journal of Diabetes Science and Technology. Children employing these technologies experienced less severe hypoglycemia and lower HbA1c levels, a measure of average blood sugar levels over time, than children using conventional insulin injection therapy.
A multifaceted strategy that includes medical care, education, and support from parents, caregivers, and healthcare professionals is necessary for managing Type 1 diabetes in school-aged children (Tuohy et al., 2019). The ultimate goal is for children with Type 1 diabetes to have healthy and productive lives by maintaining optimal blood sugar management and avoiding long-term problems. Although Type 1 diabetes can be challenging to manage, recent medical developments have increased patients’ expectations for better health outcomes and quality of life.
Challenges of Managing Diabetes in School
Children with diabetes in school encounter special difficulties that may affect their health and well-being. One of their biggest obstacles is keeping their blood sugar under control while at school. Careful preparation and coordination among the child, their parents, and school staff are essential for the timely administration of insulin, balanced meal consumption, and routine blood sugar level monitoring (Tuohy et al., 2019).
Children with diabetes who are of school age must also contend with the additional burden of social isolation. They may experience prejudice and discrimination at school and from their peers because of the disease’s stigma. This can negatively affect their mental health and quality of life by causing them to feel alone, ashamed, and lacking in confidence.
School-age children face challenges adjusting to the disease’s psychological and social effects. Some people with diabetes have trouble controlling their emotions, such as anger, irritation, and anxiety, because of the stigma associated with the disease. This may lead to problems in school, a loss of interest in extracurricular activities, and social isolation.
School-aged children with diabetes face unique obstacles, but services are available to help them succeed. Children with diabetes and their families can benefit from education programs that teach them how to monitor their blood sugar levels, discuss their condition with teachers, and deal with the psychological and social effects of living with diabetes (Aljallad et al., 2020). Children with diabetes can find a secure and accepting place to discuss their feelings and experiences through peer support groups and counseling services. It is also crucial that schools provide a welcoming atmosphere for children who have diabetes. Accommodations such as regular breaks or refreshments, as well as increasing understanding and acceptance of diabetes among students and staff, are all part of this.
Role of Teachers
It is crucial to equip teachers and other school personnel with knowledge of diabetes and its potential impact on a child’s learning ability. Awareness of the potential effects of blood sugar fluctuations on a child’s focus and cognitive performance is also crucial, as is training in administering insulin, recognizing, and responding to symptoms of hypoglycemia and hyperglycemia. In addition to these methods, schools can adjust to better accommodate students with diabetes, such as allowing for medical absences, supplying food and water, and offering breaks to check blood sugar levels.
A more accepting and welcoming school climate for children with diabetes can be fostered through educational campaigns and activities to raise knowledge of the disease among students and faculty (de Wit et al., 2020). These methods have been demonstrated to help educate children with diabetes. Diabetes management plans typically include specific protocols for monitoring blood sugar levels, administering insulin, and responding to hypoglycemia and hyperglycemia (Hood et al., 2018). The academic performance of children with diabetes improved when teachers were willing to make adjustments, such as allowing them more time on tests and assignments and permitting them to take breaks to check their blood sugar levels.
Role of Parents and Caregivers
Parents and caregivers play a crucial role in managing Type 1 diabetes in school-age children. It can be difficult for children to take charge of their diabetes treatment because it demands constant monitoring of blood glucose levels, insulin administration, and eating and exercise habits. Children with diabetes can lead healthy, productive lives with the support of their parents and caregivers, who provide them with the necessary information, resources, and guidance (Tuohy et al., 2019).
Caretakers and parents can benefit from learning as much as they can about diabetes. To keep their child’s blood sugar levels within a healthy range, parents of diabetic children need to be educated on the disease, its symptoms, and the proper use of insulin. Together with their child’s healthcare team, parents should familiarize themselves with diabetes and its potential long-term implications.
Parents and other caretakers also play a crucial role by offering their children emotional support. Both children and their parents can feel overwhelmed by a diabetes diagnosis, but continued assistance can help children cope with the emotional burden. Parents can aid their children with diabetes to cope with social circumstances and overcome any discrimination or stigma they may face (Tuohy et al., 2019).
Successful diabetes care in school-aged children requires parental involvement and support, according to studies. Parental involvement in diabetes management includes attending medical visits and working closely with healthcare experts to establish a comprehensive diabetes control plan, in addition to these practical and emotional supports (Hood et al., 2018). Improved diabetic control and a reduced risk of long-term complications were associated with parental education and support.
Latest Research on Diabetes in School-Age Children
Researchers are looking into new approaches to treating diabetes in school-age children. The creation of immune-based therapeutics is an area of study. Diabetes is characterized by the loss of insulin-producing beta cells in the pancreas, and these treatments try to moderate or reduce this immunological response. The emergence of clinical diabetes in high-risk persons was dramatically slowed by treatment with teplizumab and anti-CD3 (Seckold et al., 2019).
One area of study is the creation of new tools for monitoring glucose levels and dosing insulin. Examples include the rise in popularity over the past few years of continuous glucose monitoring (CGM) systems, which offer real-time data on blood sugar levels and aid in preventing hypo and hyperglycemia (Seckold et al., 2019). In a similar vein, innovative insulin delivery methods, such as insulin pumps and smart insulin pens, are being developed to provide more precise insulin dosing.
Policy Implications
Policy implications for controlling diabetes in school-aged children include expanding access to healthcare and insurance coverage. It is not uncommon for families to experience severe financial difficulties that prevent them from receiving the recommended medical attention and treatment. One legislative response to these problems would be to expand access to low-cost health insurance that includes coverage for diabetes care and medication (Seckold et al., 2019). The Affordable Care Act (ACA) has significantly lowered costs and increased healthcare access for families with diabetic children. Access to care for children with diabetes may be impacted by the future of the Affordable Care Act, but this is a contentious topic that remains a subject of debate.
Recommendations
Diabetes education and training should be prioritized for all members of the food management profession. This education should cover the causes, signs, and treatment of diabetes, as well as methods for promoting healthy eating patterns and preventing disease onset. By offering instruction and training, the industry can ensure that its members possess the knowledge and skills to support children with diabetes (Seckold et al., 2019). To effectively manage diabetes in school-aged children, collaboration with healthcare providers is essential. Those in the food management industry should collaborate closely with medical professionals, such as dietitians, nurses, and doctors, to create evidence-based diabetes control plans for school-aged children.
Conclusion
In conclusion, diabetes in school-aged children is a public health problem that calls for the profession of food management to pay attention to and take action. By prioritizing education, collaborating with medical experts, designing menus and managing nutrition, advocating for health, and overseeing menu management, the food management profession can significantly contribute to preventing and controlling diabetes in school-aged children. These methods can assist in ensuring that children with diabetes receive the comprehensive care they require to manage their illness and have healthy, useful lives.
To accomplish these objectives, the profession will need to adjust its approach to managing food, develop a deeper understanding of diabetes management, and prioritize the needs of children with diabetes. This will necessitate a coordinated effort on the part of all food management experts, as well as coordination with other stakeholders, including healthcare professionals, lawmakers, and community organizations. The food management profession can substantially contribute to managing diabetes in school-age children and enhancing the health and well-being of future generations by working together and implementing evidence-based initiatives.
References
de Wit, M., Versloot, J., Zenlea, I., & Goethals, E. R. (2020). Using person-reported outcomes (PROs) to motivate young people with diabetes. Current Diabetes Reports, 20, 1-8.
Gallegos, E., Harmon, K. B., Lee, G., Qi, Y., & Jewell, V. D. (2023). A descriptive study of the quality of life and burden of mothers of children and adolescents with type 1 diabetes. Occupational Therapy in Health Care, 37(2), 296-312.
Hood, K. K., Iturralde, E., Rausch, J., & Weissberg-Benchell, J. (2018). Preventing diabetes distress in adolescents with type 1 diabetes: results 1 year after participation in the STePS program. Diabetes Care, 41(8), 1623-1630.
Seckold, R., Howley, P., King, B. R., Bell, K., Smith, A., & Smart, C. E. (2019). Dietary intake and eating patterns of young children with type 1 diabetes achieving glycemic targets. BMJ Open Diabetes Research and Care, 7(1), e000663.
Shapira, A., Harrington, K. R., Goethals, E. R., Volkening, L. K., & Laffel, L. M. (2021). Health‐related quality of life in youth with type 1 diabetes: Associations with multiple comorbidities and mental health conditions. Diabetic Medicine, 38(10), e14617.
Tuohy, E., Rawdon, C., Gallagher, P., Glacken, M., Murphy, N., Swallow, V., & Lambert, V. (2019). Children and young people’s experiences and perceptions of self-management of type 1 diabetes: A qualitative meta-synthesis. Health Psychology Open, 6(2), 2055102919877105.