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Published on: November 4, 2010
Asthma knowledge and asthma management behavior in urban elementary school teachers
Jean-Marie Bruzzese1, Lynne H Unikel, David Evans
1Department of Child and Adolescent Psychiatry, New York University School of Medicine, New York, New York 10016, USA. Jean-Marie.Bruzzese@nyumc.org
Summary
Teachers caring for students with active asthma show better knowledge and management behaviors. However, overall asthma knowledge and proactive management in schools remain limited, necessitating improved strategies.
Area of Science:
- Pediatric Asthma Management
- School Health Education
- Public Health
Background:
- Schools play a crucial role in pediatric asthma care, yet teachers often lack adequate asthma knowledge and symptom management skills.
- This study focuses on teachers of low-income, ethnic minority students, a population often disproportionately affected by asthma.
- Existing research highlights a gap in teachers' preparedness to manage asthma effectively within the school environment.
Purpose of the Study:
- To investigate the asthma knowledge, prevention, and management behaviors of teachers with students experiencing active asthma.
- To examine communication patterns between teachers, parents, and school nurses regarding student asthma.
- To compare teachers of students with active asthma to those without active asthma in terms of knowledge and practices.
Main Methods:
- A study involving 320 pre-Kindergarten through 5th grade teachers from 25 New York City elementary schools.
- Data collected through measures assessing teachers' asthma knowledge, management steps, communication frequency, and received information.
- Statistical analyses, including t-tests and chi-square tests, were employed to test the study's hypotheses.
Main Results:
- Teacher asthma knowledge was variable; most identified triggers, but few understood exercise-related prevention or that students need not avoid exercise.
- Communication between teachers, parents, and school nurses was generally lacking.
- Teachers of students with active asthma demonstrated superior asthma knowledge, implemented more preventive steps, and engaged in more frequent communication with parents and school nurses compared to their counterparts.
Conclusions:
- Teachers' understanding of asthma and its management is limited, particularly for those without students actively experiencing symptoms.
- Teachers tend to react to student asthma symptoms by increasing preventive measures and communication, indicating a reactive rather than proactive approach.
- There is a clear need for more proactive asthma management strategies within school settings to improve student health outcomes.
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