# Medical collaboration enhances schoolteachers' support for children with neurodevelopmental disorders

## TL;DR

This study shows that medical collaboration with teachers helps reduce stress and improve support for children with neurodevelopmental disorders.

## Contribution

The study identifies specific stress-related factors linked to the effectiveness of medical collaboration in educational settings.

## Key findings

- Teachers who found medical collaboration effective reported lower interpersonal conflict.
- Effective collaboration was associated with higher qualitative job overload and physical stress.
- The study supports integrating medical consultation to better manage challenges related to NDDs.

## Abstract

Neurodevelopmental disorders (NDDs) present significant challenges for affected children and those responsible for their education. This study aims to examine the impact of medical collaboration with schoolteachers on the management of NDDs. It is essential to evaluate how structured collaborations may enhance educational support and reduce teacher stress.

A web‐based anonymous survey was conducted from August to December 2023 among elementary and junior high school teachers across Ehime and Kyoto prefectures. Teachers completed an original questionnaire assessing their knowledge, attitudes toward students with NDDs, and responses to the Brief Job Stress Questionnaire (BJSQ). The survey categorized teachers based on their perceived effectiveness of medical collaboration. Logistic regression analysis, using 19 BJSQ subscales as independent variables, identified stress‐related factors associated with collaboration effectiveness.

A total of 812 valid responses were received, with 654 teachers reporting experience with medical collaboration. Among these, 249 teachers reported that collaboration was highly effective. The logistic regression analysis revealed that teachers who found medical collaboration effective had higher levels of qualitative job overload (odds ratio [OR]: 1.18, 95% confidence interval [CI]: 1.03–1.35, p = 0.02) and physical stress (OR: 1.04, 95% CI: 1.00–1.08, p = 0.04), but lower levels of interpersonal conflict (OR: 0.81, 95% CI: 0.71–0.92, p = 0.002).

Teachers who perceived medical collaboration as effective reported lower levels of interpersonal conflict, suggesting a possible association between collaboration and reduced teacher burden. The findings support further integration of medical consultation in educational settings to better manage NDD‐related challenges.

Medical Collaboration Enhances Teacher Support for Children with NDDs.