A Narrative Inquiry Evaluating the Effects of Type 1 Diabetes and Associated Assistive Technologies on 15-18-Year-Old Students’ Capabilities of “Emotions” and “Knowledge” in Education

This narrative inquiry involves six 15–18-year-old students with type 1 diabetes (T1DM) at two co-educational independent boarding schools and one university in northern England. Through semi-structured narrative interviews, I obtained their perspectives on how their T1DM and the assistive technologies (ATs) they use to manage their treatment affects their capabilities of “knowledge” and “emotions’ [Walker, Melanie. 2006. “Towards a capability-based theory of social justice for education policy-making.” Journal of Education Policy 21 (2): 163–185, 179; 180] within school. The study’s purpose is to amplify the underrepresented voices of students with T1DM and gain insights on how to better support their wellbeing and learning in educational settings. Previous studies in this area do not consider the impact of current ATs or how T1DM impacts learning. Narrative analysis was conducted on transcripts and member checking was undertaken. Findings suggest that informants’ knowledge capabilities are impacted by distractions, disruptions and cognitive impairment associated with T1DM and ATs. However, ATs enable knowledge capability expansion for students with T1DM, as the consequent improved glucose control supports cognition and learning. Informants’ emotional capabilities are limited by the burden of diabetic management and ATs in school. Fortunately, the Capability Approach (CA) lens illuminates how education, advancing healthcare and relational approaches to supporting students are conversion factors that can enhance students’ wellbeing, learning and potential functionings.