Lived Experiences of Mothers With Children Diagnosed With Type 1 Diabetes: Recommendations for School Support Systems

School environments are crucial in managing type 1 diabetes mellitus (T1DM) in young children. In India, mothers, especially those from low-socioeconomic backgrounds, bear the responsibility of ensuring care during school hours. This study, conducted in India, aims to explore the lived experiences of mothers with children with T1DM regarding school-related management difficulties that they face, their expectations from schools, the emotional impacts of the current school-based support they receive and to suggest recommendations for school-based diabetes management.

Semi-structured interviews were conducted with 10 mothers of children aged 3-10 years with T1DM. Data were analysed thematically to identify shared patterns of meaning in their experiences.

Seven themes emerged: hurdles before school admission, lack of school preparedness, disruption of routines, challenges in glycaemic management, premature reliance on child self-management, non-inclusive environments and emotional difficulties. Limited school preparedness intensified maternal burden and disrupted daily routines, eroding trust in schools. Mothers compensated with increased vigilance, which reduced anxiety about the child but increased maternal burden. This led to early promotion of self-reliance on the child's part that raised concerns about safety and proper medical management. Using Bronfenbrenner's ecological framework, the study shows how deficits in family, school and policy contexts compound stress and shape outcomes.

School-based support for children with T1DM is crucial for child health and maternal well-being. Addressing challenges requires shifting from parent-dependent arrangements to coordinated school health frameworks. Strengthening teacher training, emergency protocols, inclusive practices and health-education collaboration are vital to ensuring the rights and wellbeing of children with T1DM in India.