{'fraction_non_alphanumeric': 0.012516184721622789, 'fraction_numerical': 0.0021579628830384117, 'mean_word_length': 4.824120603015075, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Diabetes and education: analysis of the consequences on the school and academic careers of diabetics


 
 
 Diabetes management is a very critical time for many people as they have to make a new life with the disease on a daily basis. However, the effect of the school environment on this management remains poorly understood, and most existing studies neglect the role of teachers and students in preventing or triggering a possible diabetic crisis.
 
 
 
 Based on the ethnography of the subjective experience of 6 young diabetics aged 15 to 20 years attending school in Yaoundé, the study combines life stories examining how teachers and students modify the markers of preventive management of diabetes in the classroom, and observations analysing how these markers vary according to the level of their knowledge of the constraints related to the disease and the consequences it generates in the young diabetic's school and social life.
 
 
 
 Managing diabetes in the school setting results in a double handicap. Firstly relational: it creates latent or open conflicts between the diabetic and his peers and with certain teachers, due to the constraints of treatment and the social perceptions/representations they send back to the young diabetic. Second, pedagogical: some young diabetics are denied access to PSE courses, for example, while others choose to drop out of certain courses because of conflicts with the teacher or drop out of school permanently. Finally, others are denied access to certain training schools of their choice, which limits their possibilities of developing a socio-professional project compatible with their real aspirations and adapted to their state of health.
 
 
 
 The study suggests the need to develop a school diabetes support programme that takes into account this dual educational and relational handicap; and that educates teachers and peers about the medical constraints and socio-educational consequences of the disease.
 
 
 
 The management of diabetes in the school and academic environment produces in young diabetics a double relational and pedagogical handicap. The study suggests developing a school-based diabetes support program that takes into account this double handicap and educates teachers and peers about the constraints and consequences of the disease.
