Are boarding secondary schools suitable for students with asthma? An asynchronous online focus group discussion among members of an asthma awareness group

TL;DR

This study explores whether boarding schools are suitable for children with asthma by gathering opinions from an online asthma awareness group.

Contribution

The study provides insights into the perceived suitability of boarding schools for children with asthma and identifies necessary facilities and considerations.

Findings

Most respondents supported allowing children with asthma to attend boarding schools if certain conditions are met.

Key factors for suitability include asthma control, school facilities, and teacher awareness.

Some respondents expressed concerns about outright rejection of children with asthma by schools.

Abstract

Children in boarding schools spend most of their time without their parents or caregivers, causing concerns about the suitability of such schools for children with asthma. This study assessed individuals’ opinions regarding the suitability of boarding secondary schools for children with asthma.

A qualitative design was adopted for this study using a focus group discussion held on a social media platform (WhatsApp®) of the Asthma Awareness and Care Group (AACG), The group comprised 150 registered members. The study was guided by a structured protocol and based on a vignette comprising three questions. Data were analysed via thematic analysis using framework principles.

Out of the 150 eligible members, there were responses from only 19 participants. Majority of the respondents were aged ≤ 30 years (n = 17, 89.5%). The three main themes generated from the thematic analysis include the appropriateness of boarding schools for children with asthma; facilities necessary for boarding schools to cater to children with asthma; and outright rejection of children with asthma by boarding schools. Respondents conceptualised the appropriateness of boarding schools for students with asthma in six distinct sub-themes: asthma severity and extent of control, child’s self-efficacy and assertiveness, child equipped with tools (knowledge, inhalers, and asthma control diary), school awareness, facilities, and active support, availability of a guardian, and the knowledge and perception of teachers and schoolmates about asthma. The sub-themes associated with the themes were presented, alongside exemplar quotes from respondents. The majority of the respondents (61.5%) were in support of allowing children with asthma attend boarding schools but with some caveats such as without liability to the school, if facilities are unavailable.

Children’s age, autonomy, asthma management status, and the school’s readiness were identified as important considerations for the safe attendance of children with asthma at boarding schools.

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