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Journal of Pediatric Psychology Advance Access published online on April 12, 2006
Journal of Pediatric Psychology, doi:10.1093/jpepsy/jsj110
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© The Author 2006. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oxfordjournals.org

Article

Teachers’ Perceptions of and Responses to Adolescents with Chronic Pain Syndromes

Deirdre E. Logan PhD 1 *, Rachael M. Coakley PhD 1, and Lisa Scharff PhD 1

1 Children’s Hospital Boston and Harvard University Medical School

* To whom correspondence should be addressed.
Deirdre E. Logan, E-mail: deirdre.logan{at}childrens.harvard.edu


  Abstract

Objective To examine factors that influence teachers’ perceptions of and responses to chronic pain in students. Methods Two-hundred and sixty classroom teachers responded to a vignette describing a student with limb pain. The 2x2x2 factorial design included conditions that varied by (a) the presence or absence of documented organic evidence for the pain, (b) cooperative vs. confrontational parent-teacher interactions, and (c) the presence or absence of communication from the medical team. Teachers rated pain severity and impairment, relief from classroom responsibilities, extent of accommodations the student would require in school, and sympathy for the student and family. Results Documented medical evidence supporting the pain was the most influential factor affecting teachers’ responses to pain. Parental attitude also influenced responses. Communication from the medical team influenced teachers’ decisions about relief from responsibilities but did not affect other reactions. Conclusions Teachers’ responses to students with pain are influenced by situational factors. Efforts to increase school functioning in youth with chronic pain should incorporate attempts to help teachers respond to pain adaptively.

Keywords: adolescent; chronic pain; classroom; school functioning; teacher report.
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