Exploring the impact of having eczema for young people at school
Research type
Research Study
Full title
Exploring the impact of having atopic eczema for children and young people at school: Pupil views
IRAS ID
218274
Contact name
Juliet Starbuck
Contact email
Sponsor organisation
University College London
Clinicaltrials.gov Identifier
UCL Data Protection Number , Z6364106/2016/07/48
Duration of Study in the UK
1 years, 5 months, 31 days
Research summary
Atopic eczema is the most common inflammatory skin disease of childhood, affecting a large and growing number of children and young people (CYP) worldwide (Asher et al., 2006). CYP with chronic conditions have been stated to be at increased risk of behavioural and emotional difficulties and are more likely to experience depression, anxiety, difficulties in adaptation, and behavioural problems compared with CYP without chronic conditions (Wu et al., 2011).
Educational, social & emotional support for CYP with eczema is limited, particularly at school, and the associated social and emotional difficulties are seemingly under identified. In the recent SEND Code of Practice (COP) (DfE, 2015), particular attention was given to the domain of ‘Social, Emotional and Mental Health’ (SEMH). The COP describes that CYP can experience a varying range of social and emotional difficulties, and these can manifest in differing ways. The COP states that schools and colleges should have clear processes in place to support CYP with SEMH needs. Considering the importance of this domain, considerations must be given to varying factors that can impact a CYP’s SEMH, including the impact eczema.
Psychologists can play a key role in supporting school staff’s understanding and management of pupil’s with eczema. They can work with schools, providing teachers with realistic expectations of CYP’s behaviour and academic performance, when considering the impact of their condition, and possible medication side effects. Additionally if pupils are experiencing significant physical discomfort as a result of their condition, their readiness to learn may be compromised and school staff should be aware of this and how best to support pupils.REC name
HSC REC A
REC reference
17/NI/0033
Date of REC Opinion
14 Feb 2017
REC opinion
Unfavourable Opinion