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Well-being of children with chronic illness. A population-based study in a Swedish primary care district

L Westbom1

  • 1Department of Community Health Sciences, University of Lund, Dalby, Sweden.

Acta Paediatrica (Oslo, Norway : 1992)
|August 1, 1992
PubMed

Insights

Chronically ill children experience lower well-being and more emotional problems. Enhancing teacher knowledge of childhood disorders and their psychosocial impact is crucial for better support.

Area of Science:

  • Pediatric Health
  • Child Psychology
  • Public Health

Background:

  • 8% of children in Dalby primary care district were identified as chronically ill.
  • Previous research highlighted the need to understand the impact of chronic illness on children's well-being.
  • Parental questionnaires were utilized to assess the psychosocial effects of chronic conditions.

Purpose of the Study:

  • To investigate the impact of chronic illness on the well-being of children in school and pre-school settings.
  • To compare the experiences of chronically ill children with their healthy peers.
  • To identify specific challenges faced by chronically ill children, including social interactions and emotional health.

Main Methods:

  • A comparative study involving 98 index children (chronically ill) and 168 control children (healthy).
  • Parental questionnaires were administered to gather data on children's comfort, well-being, and school experiences.
  • Socio-demographic variables were analyzed to ensure comparability between responders and non-responders.

Main Results:

  • Chronically ill children reported lower comfort and well-being in school and pre-school compared to controls.
  • Children with physical disabilities were more likely to receive special remedial education.
  • Chronically ill children experienced more bullying, fewer peer contacts, and increased emotional problems.

Conclusions:

  • Significant psychosocial challenges exist for chronically ill children in educational and healthcare settings.
  • There is a need for increased teacher awareness and knowledge regarding chronic childhood disorders and their consequences.
  • Improved recognition and support for the psychosocial needs of chronically ill children within schools and child health services are advocated.

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