Secondary Teachers’ Experiences Regarding the Support They Receive for Students with Chronic Illnesses in Their Classroom

This study investigates secondary teachers’ experiences concerning the support they receive from school counselors in managing students with chronic illnesses in public schools in Cyprus. Chronic illnesses among adolescents pose significant challenges to mainstream education, affecting students’ academic performance, psychological health, and social integration. Teachers are expected not only to deliver content but also to provide emotional and practical support, a role complicated by limited and often delayed information about students’ health conditions. Findings reveal significant inconsistencies in the timeliness and quality of communication from school counselors, with teachers frequently learning about serious health issues late or informally, compromising their preparedness to support affected students. The research highlights systemic shortcomings and teachers attribute these deficits largely to institutional limitations rather than individual counselor performance. The findings emphasize that only through comprehensive institutional reforms, enhanced communication channels, and targeted professional development can schools provide inclusive, safe environments conducive to the academic and psychosocial wellbeing of chronically ill adolescents. This research contributes to international discourse by illustrating how systemic support deficiencies compromise educational equity and student health outcomes.