P-497: Experience and management of type 1 diabetes in school settings among children and adolescents in Guinea
K Camara, A M Diallo, M C Diallo, A Diallo, I Condé, M M Diallo, A KakéAbstract
Introduction
Type 1 diabetes (T1D) is a chronic autoimmune condition requiring lifelong insulin treatment and strict daily management. For children and adolescents, this management must be integrated into school life, which remains a challenge, particularly in resource-limited settings such as Guinea, where data are scarce.
Objectives
To assess diabetes management, psychosocial experiences and the difficulties encountered by children and adolescents with T1D in school settings in Guinea.
Methods
We conducted a descriptive cross-sectional study over a 3-month period (October–December 2025) in Kankan and Nzérékoré, where CDIC clinics specialising in T1D are in place. A total of 69 participants aged 7 to 25 years were recruited using non-probability sampling. Data were collected via structured face-to-face questionnaires, involving the patients and/or their parents, and covering sociodemographic data, diabetes management in school settings, psychosocial aspects and perceived needs.
Results
The majority of participants were boys (55.1%), with most aged between 16 and 20 (49.3%). Blood glucose monitoring was inadequate, with 75.4% having no recent HbA1c measurement. Although all were under medical supervision, the frequency of this supervision varied. It should be noted that 56.5% were not attending school. Among those in school, only half administered insulin at school, and most did not have suitable facilities for injections or blood glucose monitoring. Acute glycaemic events at school (acute hypoglycaemia or severe hyperglycaemia) were reported by 43.3% of pupils. Psychosocially, whilst many reported feeling confident, some reported stress (13%) and stigma.
Conclusions
The management of T1D in Guinean schools faces significant structural and psychosocial barriers. High school dropout rates and poor blood glucose monitoring highlight critical shortcomings, underscoring the need for targeted interventions in schools.