How adolescents with type 1 diabetes experience physical education in middle school: a qualitative study
Authors' conclusion
The study emphasises teachers' central role and the need for education on self-regulating physical effort according to glucose levels, which remains underdeveloped. Practical recommendations are identified to better meet the needs of young people with type 1 diabetes in middle school PE.
Study context
- Population
- Adolescents (11–15 years) with T1D recruited from diverse middle schools
- Participants
- 25 adolescents
- Outcome
- Experiences of PE
Methodological detailschild-centred, grounded theory, semi-structured interviews
- Child-centred
- Grounded theory
- Semi-structured interviews
Main finding
As reported in the abstract
- Experiences shaped by balance between equal participation, recognition of diabetes-related needs and discreet support for autonomous glucose management, fostering competence, connection and autonomy
- Fear of hypoglycaemia was not identified as a barrier to physical education (PE) participation
- Adolescents called for greater teacher support; excessive caution sometimes undermined engagement and sense of competence
- Sought equal participation without discrimination, with minimal adjustments for hypoglycaemic episodes
- Practical constraints of insulin pumps highlight need for more discreet technological designs
Original publication
How adolescents with type 1 diabetes experience physical education in middle school: a qualitative study. Diabetologia. Published 7 January 2026. doi:10.
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