Teachers' perspectives of student pain : a mixed methods study
Date
2010-03
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
Type
Degree Level
Masters
Abstract
The purpose of this study was to describe teachers’ experiences working with students in pain. In this study, pain was defined as a student’s experience of a physical hurt. Teachers’ perspectives of student pain in schools are important to study because pain is a common experience for children. Pain can decrease children’s school functioning and increase school absenteeism. The literature in the area of child pain in the school setting is limited; the current study aims to expand on the literature. Gaining teacher perspectives will create an understanding of the current situation and will reveal teachers’ needs and concerns surrounding student pain. Understanding teachers’ experiences will also help inform future research, such as the development of school-based pain programs and pain management inclusion in teacher training.
Most children will experience some type of pain in school; therefore, it is beneficial for: (a) students to learn effective coping skills, (b) teachers to be knowledgeable about how to respond to pain, and (c) teachers and students to gain pain related information (e.g., what to expect in a hospital, the importance of pain as a warning sign). Pain can negatively impact school functioning and managing medical situations in adulthood. Therefore, teaching pain information and pain coping skills may prevent future pain issues.
The study involved two phases. The purpose of the first phase was to create a questionnaire that would elicit teachers’ experiences working with students in pain. Focus groups, made up of teacher participants, were used to create questionnaire items and to assess questionnaire content. During phase two the questionnaires were mailed out to 19 schools within three different school divisions in Saskatchewan. The divisions were located across central Saskatchewan. Of the 275 questionnaires mailed out, 121 were returned (44% response rate).
The data showed that teachers work with students who experience pain from a number of different causes, the most common being colds and flus, headaches, temporary injuries, and abdominal pain. Most teachers stated that they know when a student is in pain because the student tells them, but half of the teachers also mentioned that they can see when a student is in pain. When responding to acute and chronic pain teachers take a number of different actions. When a student is experiencing acute pain the most common action teachers reported was to take steps (e.g., first aid) or use objects (e.g., ice pack) to treat the pain. In the case of chronic pain, the most reported response was to contact/communicate with parents. Teachers also provided a number of tips to effectively manage students’ pain at school, for example, allowing the student to rest, diverting the student’s attention, and providing support to the student. Finally, teachers described how pain impacts students at school. A number of consequences of pain were listed, with difficulty concentrating being the most prevalent. The limitations and implications for future research and practice are discussed in relation to these findings.
Description
Keywords
pain in school, child pain, student pain
Citation
Degree
Master of Education (M.Ed.)
Department
Educational Psychology and Special Education
Program
Educational Psychology and Special Education