Diabetes

Overview

The number of students enrolled in Victorian schools who are affected by type 1 diabetes is estimated to be between 2,000 and 2,500. This form of diabetes is incurable and requires round-the-clock management. While support needs differ from one person to the next, all students with type 1 diabetes need some level of support at school to help manage their condition.

School staff play an essential role in supporting and encouraging all students to participate in school life. Supporting a young person with type 1 diabetes can have a particularly positive impact on their school experience and not only aid learning but also increase their participation in school activities.

By working together with the student, parents/carers and the diabetes treating team, schools can provide a safe and supportive environment for students to effectively manage their condition, focus on learning and thrive and prosper at school.

How to use these Guidelines

The Diabetes Guidelines have been developed to provide additional assistance to principals and staff who are supporting students with type 1 diabetes in Victorian government schools. Catholic and Independent schools will also find the guidelines useful, as will students, families and health professionals.

The guidelines supplement the department’s Diabetes policy and can be used in conjunction with the Diabetes in Youth resources on the Diabetes Victoria website.

The guidelines help schools to meet their legal and policy obligations (refer to Appendix 1), inform student health support planning and to work collaboratively with students, parents and the diabetes treating team.

To help ensure that students with type 1 diabetes receive the best possible care while at school, the guidelines provide practical advice on effective communication, staff training, implementing treatment plans and making reasonable adjustments to optimise all students’ engagement in school life. Examples of good practice are included to show the varied ways Victorian schools are supporting students with type 1 diabetes, according to the student’s individual needs and local school context, demonstrating that there is no single 'right way' to implement good practice.