Educators' Perspectives of Collaboration with Pediatricians to Support Low-Income Children

Autor/inn/en	Lemkin, Allison; Walls, Morgan; Kistin, Caroline J.; Bair-Merritt, Megan
Titel	Educators' Perspectives of Collaboration with Pediatricians to Support Low-Income Children
Quelle	In: Journal of School Health, 89 (2019) 4, S.300-307 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12737
Schlagwörter	Low Income; Teacher Attitudes; Pediatrics; Physicians; Cooperation; Assistant Principals; Elementary School Students; Elementary School Teachers; Barriers; Trust (Psychology); Grade 1; Grade 2; Administrator Attitudes; Grounded Theory; Emotional Disturbances; Social Development; Privacy; Child Health; Parent Teacher Cooperation; Information Seeking + Suchen Sie Ihr Suchwort? Niedriglohn; Lehrerverhalten; Klinische Sozialpädiatrie; Physician; Doctor; Arzt; Co-operation; Kooperation; Principal; Principals; Stellvertretende Schulleitung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Gefühlsstörung; Soziale Entwicklung; Privatsphäre; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Informationserschließung
Abstract	Background: Educational and healthcare systems operate in silos. Few studies explore educators' perspectives of collaboration with pediatricians or cross-system solutions for school-identified concerns. We sought to investigate educators' viewpoints of collaboration with pediatricians. Methods: We conducted semistructured, qualitative interviews with full-time teachers, vice-principals, and principals, who worked with low-income first- or second-grade students. Interviews explored which students were concerning to educators, educators' experiences with collaboration, and barriers and facilitators of collaboration. Interview transcripts were analyzed with modified grounded theory. Results: We interviewed 12 teachers and 3 principals/vice-principals. Students' socioemotional problems were a foremost concern. Effective collaboration with pediatricians was not typical. Participants described not knowing they could communicate with pediatricians or that collaboration was often limited or unidirectional. Respecting boundaries of parental privacy and maintaining parental trust emerged as potential barriers. Some participants described negative experiences with pediatricians and reflected on societal perceptions of doctors and teachers, which could affect the development of relationships. Participants recognized potential benefits to collaboration, including gaining a holistic understanding of a child's health and home life. Conclusions: Educators perceived collaboration with pediatricians as inadequate. More developed and tested programs that foster collaboration between schools and pediatricians are needed to support low-income youth. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01