Epilepsy in schools: Views on educational and therapeutic provision, understanding of epilepsy and seizure management

Objective To gain an understanding of the views young people with epilepsy, their parents and school staff regarding educational therapeutic provision, epilepsy seizure management in schools. Methods School-aged children (n = 20) ‘active epilepsy’ (taking Anti-Seizure Medications (ASMs) for epilepsy), 68), 56) were interviewed or completed bespoke questionnaires. In addition, all participating underwent psychological assessment including measures behavior cognition. Results Only 15% had received support despite 60% scoring within at-risk range on a measure behavioral emotional difficulties. More than half responding reported that some teachers friends did not know they epilepsy. A significant minority (32%) feel child’s transition from preschool to primary, primary secondary was managed well. Knowledge felt be significantly better special schools mainstream according both staff. Staff perceived more knowledgeable about ASMs changes likely have training general aspects management, impacts learning and/or behavior. Parental interviews indicated difficulties accessing supports. Parents often drive process supports themselves. They also limited professional support, inadequate communication between themselves medical/therapeutic professionals needs. would like recognize child holistically. Many wanted resources provision relation learning, behavior, emotions. Conclusion is by compared highlighted need increased knowledge these