Training — building capability and confidence to support students with type 1 diabetes
Training needs for school staff will vary according to the individual support needs of the student and responsibilities of the staff.
All school staff need to be aware of the students in the school who have type 1 diabetes, and have a basic understanding of how to recognise and assist a student experiencing hypoglycaemia (hypo).
Responsible Staff should be supported to take professional development opportunities to build capability and confidence to support young people with type 1 diabetes at school. This will include foundational level training and applied training if required. Responsible Staff should be competent and confident to implement a student’s Diabetes Management and Diabetes Action .
The following information summarises the training roles of those involved in supporting a student with type 1 diabetes:
The role of the Principal
- ensure all staff are aware of which students have type 1 diabetes, have a basic understanding of diabetes and know how to safely respond in an emergency
- ensure a sufficient number of Responsible Staff are trained, capable and available daily to provide the treatment prescribed in a student’s individual Diabetes Management Plan and Diabetes Action Plan
- fund and facilitate professional development for school staff, appropriate to a student’s individual needs
The role of all staff
- undertake basic training to gain an understanding of type 1 diabetes and how to recognise and respond in an emergency
The role of responsible staff
- undertake appropriate training to develop confidence and competence to provide the treatment prescribed in the Diabetes Management Plan and Diabetes Action Plan
The role of diabetes treating team (or other appropriate health professional)
- train Responsible Staff to administer insulin according to the specific treatment needs of the student
Diabetes Victoria
- provides basic professional development sessions for school staff
- schedules professional development sessions throughout the year at a range of venues and times around the state
Good practice examples: Training
The below information shows examples of tiered training approaches which can help to build the capability and confidence of school staff.
Training for Responsible Staff
Example 1
A student in grade 5 is diagnosed with type 1 diabetes. The parents meet with the Responsible staff to discuss the diagnosis and present the Action and Management plans prepared by the treating team. The responsible staff call the treating team to clarify and confirm the requirements of the plans to ensure a timely return to school. In addition the principal organises for responsible staff to attend a professional development session. The follow up discussion at the session helps to reinforce learning and build staff confidence.
Example 2
A student in grade 1 has just commenced on an insulin pump. The parent liaises with the child’s diabetes treating team to ensure that an updated Action and Management plan is provided to the school. The treating team also provide the responsible staff face to face training regarding entering blood glucose levels and carbohydrate data into the pump.
Training for all staff
Example 1
A school nurse at a secondary school with a student self-managing her diabetes, presented an information session to all staff to ensure they had a basic knowledge of type1 diabetes. The student asked her friends to attend the session so they understood her condition better. The student then felt more comfortable talking to her classmates about her condition.
Example 2
A school nurse at a secondary school with a student self-managing her diabetes, presented an information session to all staff to ensure they had a basic knowledge of type1 diabetes. The student asked her friends to attend the session so they understood her condition better. The student then felt more comfortable talking to her classmates about her condition.
Reviewed 28 May 2020