School Problems of Students with Chronic Illness: Implications for Educational Support and Inclusive School Practice

Abstract

The present study focuses on the identification and analysis of school-related problems experienced by students with chronic illnesses and examines the implications of these findings for educational support within inclusive school settings. The research is based on a mixed-methods design combining qualitative and quantitative approaches to provide a comprehensive understanding of the issue. The qualitative component involved semi-structured interviews with students with chronic illnesses (N = 8), while the quantitative component was conducted through a questionnaire survey among teachers (N = 403) working in primary schools and hospital-based educational settings.

The findings indicate that school-related problems occur in a significant proportion of students with chronic illnesses (37.47 %) and are characterized by a multidimensional nature. The most prominent difficulties were identified in the cognitive and academic domain, particularly in relation to fatigue, reduced concentration, and frequent school absence. These issues were found to be closely interconnected with social and communication difficulties, affecting students’ overall school adaptation and participation. Behavioral problems were reported less frequently, suggesting that academic and psychosocial challenges represent the primary areas of concern.

The study further reveals that although teachers report the use of various support measures, their implementation is often inconsistent and largely dependent on individual competencies and experience. No significant differences were found between teachers from mainstream schools and hospital-based schools in terms of identifying or addressing students’ problems. Collaboration within school support teams was more frequent than cooperation with external counseling services, highlighting both the strengths and limitations of current support systems.

The results emphasize the need for a systematic and interdisciplinary approach to supporting students with chronic illnesses. Key implications include strengthening teachers’ professional competencies, enhancing collaboration among stakeholders, and promoting inclusive educational environments that address the complex needs of these students. The study contributes to the existing body of knowledge by providing an integrated perspective on school-related problems and offers practical recommendations for improving inclusive educational practice.