| This project investigated the phenomena of middle and high school students' school experience with life-threatening food allergies, specifically the effects on learning and social-emotional well-being. The purpose of this project was to give students with food allergies a voice and inform intervention in the school setting. Nine middle and high school students and parents participated in a face-to-face interview and storytelling activity and survey, respectively. Qualitative analysis and In Vivo coding (Saldana, 2013) yielded three themes: (1) perception of awareness and understanding, (2) self-advocacy, and (3) feelings experienced by students with life-threatening food allergies. Each activity yielded similar and overlapping themes and subthemes. Participants' perception of threat and locus of control differed based on their perception of their condition and support and safety at school. Some factors interpreted as contributing to student comfort level and decrease fear of reaction include: (1) awareness of school policy, (2) no food eaten in the classroom, and (3) permission to carry life-saving EpiPens at school. Another important finding was the food-allergic student's empathy for others around them, acknowledging that their condition also affects those they are around. Parent and children reports were in agreement regarding the severity of the food allergy, lack of impact on learning, lack of utilization of school mental health services, and a decrease in support as students enter middle and high school. Disagreement between parent and child reports of the school food allergy policy, negative peer interactions, and the child's ability or desire to self-advocate, was noted. |
