# Examining the Level of Knowledge of Teachers About Asthma, Diabetes and Epilepsy in Children: A Systematic Review

## TL;DR

This review assesses teachers' knowledge of asthma, diabetes, and epilepsy in children, finding gaps that hinder effective management and inclusion in schools.

## Contribution

The study systematically evaluates global teacher preparedness for managing three common childhood chronic diseases, highlighting regional and methodological gaps.

## Key findings

- Teachers' knowledge of epilepsy includes significant misconceptions and limited understanding of seizure first aid.
- Diabetes awareness among teachers is moderate but lacks preparedness for managing hypoglycemia and insulin.
- Asthma knowledge among teachers is inconsistent, particularly regarding symptom recognition and emergency response.

## Abstract

Background/Objectives: Asthma, type 1 diabetes mellitus (T1DM), and epilepsy are prevalent chronic diseases among school-aged children, affecting safety, attendance, and academic performance. This systematic review evaluated school teachers’ knowledge, attitudes, and preparedness regarding these conditions and identified gaps that hinder effective management and inclusion. Methods: Following PRISMA guidelines, PubMed, Cochrane Library, Scopus, and Google Scholar were searched between 20 September and 9 October 2025. Forty-nine quantitative cross-sectional studies assessing teachers’ knowledge, attitudes, or preparedness toward asthma, T1DM, or epilepsy were included. The AXIS tool assessed methodological quality, focusing on clarity of objectives, sample justification, ethical transparency, and instrument validation. Results: Teachers’ knowledge was generally moderate and varied by region. Studies on epilepsy (n = 21) highlighted misconceptions and limited understanding of seizure first aid. Diabetes studies (n = 9) indicated moderate awareness but insufficient preparedness for hypoglycemia and insulin management. Asthma studies (n = 19) revealed inconsistent knowledge, particularly regarding symptom recognition and emergency response. AXIS assessment identified recurring limitations, including unjustified sample sizes, limited instrument validation, and poor reporting of non-responders. Conclusions: These findings emphasize the need to enhance school preparedness through targeted, evidence-based teacher training, clear health policies and emergency protocols, awareness and inclusion initiatives, improved collaboration among teachers, parents, and healthcare providers, and strengthened school health infrastructure. Addressing these areas is critical to ensure safe, inclusive, and supportive learning environments for children with chronic illnesses.