MANAGEMENT OF THE STUDENT
WITH TYPE 1 DIABETES
EDUCATION FOR SCHOOL STAFF
The Combined Children’s
Services Committee of NSW
Australian Diabetes Council
Table of Content
Introduction .................................................................................................................... 1
Competencies ................................................................................................................. 2
Module 1: What is Diabetes? ......................................................................................... 5
Module 2: Blood Glucose Testing ................................................................................. 6
To perform a BGL ..................................................................................................... 6
Treatment of Mild / Moderate Hypoglycaemia: ........................................................ 8
Treatment of Severe Hypoglycaemia......................................................................... 9
Module 4: Special Considerations ............................................................................... 10
Module 5: Supervising Insulin Injections .................................................................... 12
Module 6: Injecting Insulin .......................................................................................... 13
Module 7: Managing an Insulin Pump......................................................................... 14
Module 8: Glucagon Administration .......................................................................... 15
Module 9: Infection Control ........................................................................................ 16
Module 10: Sharps Disposal ........................................................................................ 17
Module 11: Storage of Insulin & Equipment ............................................................... 18
Module 12: High Blood Glucose Levels (Hyperglycaemia) ....................................... 19
Module 13: Contact details .......................................................................................... 20
Check List for Schools for a Child/Teenager with Type 1 Diabetes. .......................... 21
© 2009 Australian Diabetes Council
Introduction
This document is designed to introduce the child care centre, after school
care, primary or high school to managing the student with type 1 diabetes in
the school setting. It is important for the student with diabetes to feel
comfortable that all staff are able to help them in their day to day life at school
and in an emergency. It is equally important that the staff in the school feel
comfortable in managing the student with type 1 diabetes.
The document contains 12 modules; the competency standards for each
module are outlined below.
MANAGEMENT OF THE STUDENT WITH TYPE 1 DIABETES
Core
Competencies
1. What is Diabetes? Interprets knowledge of diabetes to manage
the child appropriately
2. Blood Glucose Testing: Translates the BG result to manage
the child with diabetes
3. Hypoglycaemia: Recognises and understands the importance
of prompt treatment of hypoglycaemia
4. Special Considerations: Understands how to manage diabetes
in different situations
5. Supervising Insulin Injections: Understands how an insulin
injection is given
6. Injecting Insulin: Understands how to give an insulin injection
7. Managing an Insulin Pump: Understands how an insulin pump
works
8. Glucagon Administration: Recognises a severe hypo
9. Infection Control: Understands the principles of infection
control
10.Sharps Disposal: Understands the principles of correct sharps
disposal
11.Storage of Insulin & Equipment: Understands how insulin and
equipment is stored safely
12.High Blood Glucose Levels: Recognises how to interpret high
blood glucose level
© 2009 Australian Diabetes Council
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Competencies
Competency 1: What is Diabetes?
Performance criteria…
1.1 Explain the 2 types of diabetes & the differences between type 1 and type 2
1.2 Explain simply how type 1 diabetes is managed
Competency 2: Blood Glucose Testing
Performance criteria…
2.1 Prepare testing equipment
2.2 Perform test correctly
2.3 Interprets results appropriately
Competency 3: Hypoglycaemia
Performance criteria…
3.1 Recognises the symptoms of a hypo
3.2 Treats the hypo appropriately
3.3 Performs or helps the student to test their BGL
3.4 Interprets the BG result appropriately
3.5 Re-treats the hypo if necessary
3.6 Stays with the student until recovered
Competency 4: Special considerations
Performance criteria…
4.1 Ensures student eats all meals & snacks
4.2 Ensures student is allowed to take meter and hypo food into an exam or detention
4.3 Ensures student’s BGL is in target range prior to physical activity
4.4 Ensures student is treated the same as other children at parties
Competency 5: Supervising Insulin injections
Performance criteria…
5.1 Collect equipment
5.2 Supervise BG test
5.3 Watch student dial up insulin dose check it’s correct (with 2 people) and watch them
give their injection
5.4 Ensure correct disposal of sharps
5.5 Ensure student eats immediately
© 2009 Australian Diabetes Council
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Competency 6: Injecting Insulin
Performance criteria…
6.1 Collect & prepare appropriate equipment
6.2 Perform BG test
6.3 Ensure 2 people check dose dialled up
6.3 Give the injection
6.4 Ensure correct disposal of sharps
6.5 Ensure student eats immediately
Competency 7: Managing an Insulin Pump
Performance criteria…
7.1 Wash hands
7.2 Supervise or perform BG test
7.3 Check carbohydrate intake
7.4 Dial up prescribed dose on pump
7.5 Ensure student eats immediately
Competency 8: Glucagon Administration
Performance criteria…
8.1 Assess student’s level of consciousness
8.2 If unconscious place in recovery position, maintain airway, call for ambulance and
parent
8.3 Prepare Glucagon injection by mixing powder with water
8.4 Give injection into top of front of leg
8.5 Stay with student until help arrives. Check BGL if able
Competency 9: Infection Control
Performance criteria…
9.1 Undertake appropriate infection control prior to and following a BG test or giving an
insulin injection
Competency 10: Sharps Disposal
Performance criteria…
10.1 Ensure care is taken when handling sharps
10.2 Ensure correct disposal of sharps
10.3 Ensure lancet on fingerpricker or needle on pen is not changed at school
© 2009 Australian Diabetes Council
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Competency 11: Storage of Insulin & Equipment
Performance criteria…
11.1 Store insulin and insulin delivery device in a safe place
11.2 Ensure insulin to be used is at room temperature
11.3 Ensure insulin is in date
Competency 12: High Levels (Hyperglycaemia)
Performance criteria…
12.1 Recognise a high BGL
12.2 Allow child to sit quietly
12.3 Allow student to drink water and go to the toilet
12.4 Contact parents if student unwell and/or vomiting – send home
© 2009 Australian Diabetes Council
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Module 1: What is Diabetes?
Diabetes is a condition where there is too much glucose (sugar) in the blood.
Glucose is the main source of energy for our bodies and comes from the food
we eat.
Insulin is a hormone made in the pancreas, which acts as a key to allow
glucose (sugar) to pass from the blood stream into the body cells to provide
energy for day to day living.
Diabetes develops when the pancreas is either unable to make insulin or the
insulin produced is unable to work effectively. Without insulin doing its job,
glucose builds up in the blood stream leading to high blood glucose levels.
What are the differences between Types 1 & 2 Diabetes?
Type 1 Diabetes
Type 1 diabetes previously known as insulin dependent or juvenile diabetes,
occurs when the pancreas is unable to produce insulin. People with type 1
diabetes require insulin injections for life, a healthy eating plan and regular
physical activity. Most children with diabetes have type 1 diabetes, but it can
have its onset in adult life.
Type 2 Diabetes
People with type 2 diabetes either produce insufficient insulin or the insulin
produced does not work effectively. Type 2 diabetes may respond to a healthy
eating plan, appropriate exercise and weight reduction, but sometimes tablets
and then later, insulin may be required. Type 2 diabetes, previously known as
non-insulin dependent diabetes, usually affects people over the age of 40,
may run in families and may be associated with being overweight - although
there are some exceptions.
Increasingly type 2 diabetes is being seen in younger people and teenagers,
associated with being overweight and inactive.
© 2009 Australian Diabetes Council
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Module 2: Blood Glucose Testing
Students with type 1 diabetes usually test their blood glucose level (BGL) 4 –
6 times a day and once or twice at school. They test before meals and prior
to sport or physical activity or if they are experiencing a hypoglycaemic
episode. The target range for blood glucose levels (BGL) is between 4-8
mmol/L, however, this may vary slightly with different ages. Children over 6
can usually perform their own blood glucose test, however, they may
periodically need assistance particularly if they are having a hypo
(hypoglycaemia or hypo means low BGL and is when the BGL drops below
4mmol/L).
Children under 6 will need help with doing their BGL.
Please note:

At least three people in the school should know how to perform a BGL.

The person helping the child to do a BGL test should always wear
gloves.

The lancet on the fingerpricker should not be changed at school.
To perform a BGL:
1. Put on gloves if you are performing the test
2. Remove meter from case
3. Remove the strip from its packet by tearing at split in packaging – some
meters have a drum of strips which does not entail removing an
individual strip
4. Place strip in the end of the meter
5. Prepare fingerpricker
6. To ensure accuracy of BGL, wash the child’s hands prior to testing
7. Apply fingerpricker to the side of the top of a finger
8. Press button so that lancet enters the skin, which will produce a drop of
blood
9. Apply the drop of blood to the strip
10. Give the student a tissue to stem the blood on the finger
11. Once there is sufficient blood the meter will start its countdown
12. Once the fingerprick and test is completed slide glove over strip to
cover and dispose of in appropriate garbage
13. Write the reading down in the student’s record diary
14. If the reading is below 4mmol/L treat as a hypo (see Hypoglycaemia).
Sometimes children can experience hypo symptoms at a level over
4mmol/l – they should still be treated for a hypo.
15. Replace meter and fingerpricker in case
© 2009 Australian Diabetes Council
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Module 3: Hypoglycaemia
Hypoglycaemia means low blood glucose level (BGL) and is when the blood
glucose level drops below 4mmol/L. The insulin that has already been given
does not match the glucose in the bloodstream at a particular point in time so
a hypo results.
The symptoms of a hypo occur when the body produces hormones such as
adrenaline to counteract the low blood glucose, and as a result of brain not
getting enough glucose to function normally. Symptoms of a hypo can be
present when the BGL is over 4mmol/l. If this is the case the hypo should be
treated immediately.
Parents should be notified that their child has had a hypo at school.
Causes
Hypoglycaemia can be caused by a number of different things and/or a
combination of these:
• Physical activity
• Delayed or missed meal / snack
• Not eating enough carbohydrate
• Too much insulin
• Variable insulin absorption
• Infections causing nausea, vomiting and/or diarrhoea
Sometimes a hypo can occur for no obvious reason.
Signs & Symptoms
While signs and symptoms vary from student to student, the student or
supervisor may notice one or more of the following:
• Weakness
• Trembling
• Shaking
• Paleness
• Dizziness
• Sweating
• Behaviour change – tearful, irritable
• Confusion
• Lack of concentration
• Headache
• Hunger
• Heart pounding
• Numbness around lips and fingers
Each child is different and symptoms may not always be the same, some
children may not recognise their hypo symptoms, particularly if they are
young. Occasionally children may mistake high blood glucose levels as a
hypo, as the symptoms can be similar.
© 2009 Australian Diabetes Council
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Children do not usually say “I’m having a hypo” They say things like “I feel
shaky”, I have a wobbly tummy”
Treatment of Mild / Moderate Hypoglycaemia:
A mild or moderate hypo is when the child is conscious and able to take
direction to treat the hypo. If you suspect that the BGL is low and that the
child has obvious symptoms, commence treatment immediately. The child
should not be sent out of the classroom. Do not delay treatment or not allow
the child to eat. Test BGL as the hypo is being treated.
The child should carry their hypo kit (see below) with them at all times.
1. Give any one of the following easily absorbed carbohydrates:
• 125 – 200ml fruit juice (1 small tetra pack) or
• 1/3 – ½ can regular (sugar containing) soft drink or
• 3 teaspoons honey or sugar or
• 4 large or 7 small jelly beans or
• Glucose tablets – check packet for carbohydrate content as they vary
2. Follow-up with a snack or meal if due within 10 minutes, if not, give a longer
lasting carbohydrate such as:
• A piece of fruit or
• A slice of bread or
• Two plain sweet biscuits or
• A glass of milk
Do not give anything by mouth if there is any doubt about the child’s
ability to swallow.
Recovery:
• The child will usually feel better after 10-15 minutes, however it may take
longer (ie. 15-20 minutes) to see a measurable rise in BGLs. If they don’t
respond within this time, repeat the first step of the hypo treatment.
• Hypos can have a significant effect on a child’s ability to concentrate, which
may last for several hours afterwards.
© 2009 Australian Diabetes Council
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Severe Hypoglycaemia
Severe hypoglycaemia is when the child is extremely drowsy, unresponsive,
uncooperative, unable to take direction, unconscious and/or having a fit or
seizure.
Treatment of Severe Hypoglycaemia
1. Place the child in the recovery / coma position (on their side, making sure
their airway is clear)
2. Remove any danger / obstacles that can harm the child
3. Call an ambulance and state “diabetes emergency”
4. Phone the child’s parents
5. If available, either give a Glucagon injection or give it to the ambulance
personnel for them to administer – this is a hormone that makes stored
glucose be released from the liver to raise BGL. See Glucagon administration
Recovery:
• Following the treatment of a severe hypo, a child will usually wake in 5-10
minutes. Following Glucagon, a headache and / or vomiting are common. As
the child is recovering and responsive, encourage small amounts of regular
soft drink or another sweet drink. Follow this with longer lasting carbohydrate
to keep BGLs from dropping low again.
In the event of a severe hypo the child may be sent to hospital for observation.
Hypo Kit: The hypo kit should consist of the testing kit with blood glucose
meter, in date test strips and fingerpricker, tissues, quick acting easily
absorbed carbohydrate juice tetra-paks and some long acting carbohydrate
food like biscuits.
© 2009 Australian Diabetes Council
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Module 4: Special Considerations
Meals & Snacks
Students with type 1 diabetes need to eat carbohydrate food every 2-3 hours.
It’s important that they eat all the meals and snacks provided for them at the
regular times throughout the day.
Exams
Students with type 1 diabetes should eat regular carbohydrate food every 2-3
hours. They should be allowed to take non noisy bite sized food into the
exam. There are special provisions for some exams (eg Basic Skills Test in
Primary School and School Certificate and High School Certificate in High
School) which can be applied for in advance. This allows the child to take
food and their testing kit into the exam and to apply for misadventure in case
of a hypo or high blood glucose level.
Detentions
Students with type 1 diabetes should eat regular carbohydrate food every 2-3
hours. They should be allowed to take non noisy bite sized food into the
detention.
Physical Activity/Excursions
It’s important that parents know in advance that their child will be doing
physical activity. They can then adjust the insulin dose prior to the activity.
Physical activity may assist with managing blood glucose levels (BGLs) in
children with diabetes. Physical activity usually lowers BGLs by making the
body more sensitive to insulin. Sometimes BGLs may be higher prior to and
following physical activity because of other hormones released during the
activity. Rises in BGLs during activity are usually temporary and may be
followed by lower BGLs and the risk of delayed hypoglycaemia, 12-16 hours
following the activity.
There are some important things to consider when a student with type 1
diabetes participates in physical activity. These include:
Blood Glucose Testing
Blood glucose testing provides useful information about the student's
response to exercise and will help to determine how to manage the child's
diabetes during physical activity. Sometimes it may be necessary to test
before, during and after the activity.
Carbohydrate Foods
Extra carbohydrate foods may be required before, during and after physical
activity. This is very individual and depends on factors such as type of activity,
duration, the student's individual response to the activity and BGL. As a guide,
one additional serve or exchange of carbohydrate may be required for every
30-40minutes of exercise. Lower GI foods such as fruit, yoghurt, milk or raisin
toast prior to exercise may assist in maintaining BGLs during physical activity.
© 2009 Australian Diabetes Council
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Hypos
Hypoglycaemia (hypo) or low BGLs may occur as a result of physical activity.
It’s important to make sure that the student has a hypo kit readily available
when they are exercising. Teachers and sports coaches need to be aware of
the risks of hypos during and following sport and allow the student to treat the
hypo immediately and re-treat if necessary.
Physical Activity & High BGLs
Physical activity should be avoided when the student is unwell or their BGL is
over 15mmol/L with the presence of ketones (ketones are a sign that things
are out of balance and more insulin may be required which in this instance
only the parent can give). Some students have a meter which can test for
ketones. Exercise at this time may increase the BGL even further causing
them to feel more unwell.
Parties
Children with type 1 diabetes can eat the same as other children at parties.
It’s important that they are not singled out as being different. If the student
has Coeliac Disease (an intolerance to gluten, and a condition that can occur
in children with type 1 diabetes) they must have special food provided by the
parent.
© 2009 Australian Diabetes Council
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Module 5: Supervising Insulin Injections
Children and teenagers over the age of 10 can usually give their own injection
of insulin. They need somewhere private to give it, preferably not in a toilet.
In primary school the injecting equipment is usually kept in the office and the
student gives the insulin there after doing a blood glucose level (BGL).
Sometimes the student will have to call their parent to ask what dose of insulin
to give, depending on the BGL result.
Some high schools allow students to carry their injecting equipment with them
during the day at school. This saves them having to go to the office and
maybe having to wait to get their injecting equipment. It also avoids them
missing out on socialisation.
The student with type 1 diabetes should eat as soon as they have given their
injection
© 2009 Australian Diabetes Council
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Module 6: Injecting Insulin
Children under 10 cannot usually give their own injection so will require an
adult to do it for them. The injection at school is given just before lunchtime
Steps for giving an insulin injection:
1. The student should test their blood glucose level (BGL). If the BGL is
low the hypo should be treated immediately.
2. The parent should then be called to advise the insulin dose if it hasn’t
already been pre-determined. Two people should listen to and write
down the amount being given to ensure there is no mistake.
3. Wash hands
4. Prime the pen (get rid of any air bubbles). Dial up a 2 to 4 unit dose
and, holding the pen vertically, inject into the air to expel air bubbles
(air shot) and to prime the pen. The pen is primed if drops of insulin
without bubbles are coming from the needle. If not, repeat this
procedure.
5. Dial up the required dose.
6. Select the student’s injection site, usually in the tummy.
7. Take a pinch of skin with the index finger and thumb at the chosen site.
The pinch needs to be at least to the depth of the needle.
8. Insert the needle straight into the pinched-up skin (ie. at 90 degrees) to
its full depth and push the pen button slowly all the way down to push
in the insulin. In very lean individuals, injecting at a 45 degree angle to
the skin may be necessary to avoid the injection going too deep.
9. Let go of the skin and leave the needle in for10 seconds, then gradually
pull out the needle.
10. The cover should be carefully placed back on the pen to cover the
needle.
11. The needle should be disposed of into an appropriate sharps container
if available.
12. The student should eat immediately after having the injection
© 2009 Australian Diabetes Council
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Module 7: Managing an Insulin Pump
An insulin pump is a computerised device which delivers small amounts of
quick acting insulin continually under the skin via a small plastic tube. Extra
insulin is given when carbohydrate foods are eaten. This amount needs to be
entered into the pump at each meal. The pump gives less insulin when blood
glucose levels are low and more insulin when blood glucose levels are high.
Most infant students will require a staff member to enter information into the
pump. Middle to upper primary students usually require supervision of pump
programming. High school students can operate their own pump.
There are slight variations in pump model menus. The following steps are a
guide only.
Steps for pump programming
1. Check blood glucose level (BGL)
2. If the BGL is less than 4, treat hypoglycaemia before proceeding to
next step. Usually treated with 10 -15 grams of carbohydrate eg juice
popper, jelly beans, see module 3 “Hypoglycaemia”.
3. If the BGL is above 15, phone contact with the parents may be
required. There may be a problem with the pump infusion set. If the
student is unwell they should be sent home.
4. Ask the student to check if the pump is connected to their skin
5. Unlock the pump if locked
6. Enter blood glucose level
7. Enter carbohydrate amount as indicated by student / parent
8. Record BGL, and insulin amount suggested by the pump
9. Confirm information entered, deliver insulin
10. Lock pump if required
The student is advised to disconnect the pump during contact sports or while
swimming and re-connect on completion of the session. The pump should be
kept in a safe place.
There is a remote possibility that the small plastic tube or cannula can
become kinked or dislodged at the insertion site. Older students are able to
replace this set at school. Younger children will require parental notification for
replacement.
The participant should be able to;
 Check the students BGL
 Treat hypoglycaemia
 Enter or supervise entry of the BGL and carbohydrate amount into the
pump
 Record BGL and insulin amount
 Ensure the student eats immediately
© 2009 Australian Diabetes Council
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Module 8: Glucagon Administration
At present school staff are advised to call an ambulance rather than give
Glucagon. However, in some remote and regional areas and when a child is
at a camp where ambulance assistance may be delayed, Glucagon
administration may be taught in the instance of severe hypoglycaemia.
Parents should always be notified that their child has had a hypo.
Glucagon is a medication given by injection into the muscle and is used to
treat severe hypoglycaemia when the person with diabetes is unable to take
anything to eat or drink by mouth. It is a hormone that makes the liver release
its stored glucose to raise the blood glucose level. All families have Glucagon
at home and know how to use it.
The GlucaGen Hypokit can be purchased on prescription at the chemist and
contains synthetic glucagon in powder form, water to mix in a syringe. The
expiry date should be checked regularly.
Glucagon injection should be given as follows:
1. Remove the orange cap from the bottle of powder.
2. Remove the guard from the needle on the syringe.
3. Inject all the water from the syringe into the rubber bung of the
bottle of powder, leave the syringe in the bottle.
4. Mix the powder into the water – don’t shake too vigorously – leaving
your finger holding the plunger down so the liquid doesn’t come
back.
5. Draw up all the glucagon if the student is over 5 years of age.
Draw up only half if the child is under 5 years of age.
6. Inject into the front of the thigh.
The child will usually wake up after 10 to 15 minutes and Glucagon may make
them vomit and have a headache. Their blood glucose level should be
checked and sips of sweet drink should be given. Children are usually
admitted to hospital for observation.
© 2009 Australian Diabetes Council
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Module 9: Infection Control
Needles, syringes, pens, insulin cartridges should never be shared with
others because of the risk of contamination and spread of infection
It is very important for school staff to wear gloves if they are performing a
blood glucose test.
The fingerpricker should only be used for the student it belongs to. It should
not be used on any other child.
The lancet and needle on the pen should not be changed at school but by the
student or parent in preparation for each day. This prevents needlestick injury
Following the test the glove should be pulled over the test strip and tissue,
folded and disposed of in the garbage.
© 2009 Australian Diabetes Council
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Module 10: Sharps Disposal
Needles, syringes, pens, insulin cartridges should never be shared with
others because of the risk of contamination and spread of infection.
Fingerprickers should not be shared.
The retracting lancet (needle-like device contained by the outer covering of
the fingerpricker) that the student uses to perform their BGL, need not be
changed at school, and is usually changed at home by the parent or student.
Sharps (needles or lancets) can be taken home in order to dispose of them
OR the parent or school can opt to provide an approved and appropriate
sharps container, which will need to be changed when full. It should be
decided between the parent and school who takes responsibility for this.
Some local councils have a sharps disposal policy, others do not. The
student’s diabetes team or Diabetes Australia-NSW can advise on this.
The lancet should ideally remain on the fingerpricker and the needle on the
pen so that as few people as possible touch the device.
Where possible, depending on age, the student, not the school staff, should
replace the cover on the pen to avoid needlestick injury
© 2009 Australian Diabetes Council
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Module 11: Storage of Insulin & Equipment
Parent and principal should discuss the storage of insulin and arrive at a
consensus to suit all concerned.
Should the student need an injection of insulin at school they may either
choose to leave the insulin vial or ampoule at school, or bring it with them
daily. Insulin may be stored in the fridge indefinitely if unopened (as a spare),
however if it is opened, it only lasts for one month and is usually not stored in
the fridge as it stings if given when cold.
Insulin is usually placed in a lockable cupboard unless the school allows the
student to keep it in their school bag.
It should be the parental responsibility to ensure that insulin kept at school has
not passed its expiry date.
© 2009 Australian Diabetes Council
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Module 12: High Blood Glucose Levels (Hyperglycaemia)
Highs & Sick Days
Sometimes the student’s Blood glucose levels (BGLs) can go too high. This
can be when they:
• feel sick or unwell
• are stressed, worried or excited
• are less active than usual
• eat more than usual
• do not have enough insulin in their body (e.g. they forgot their insulin
injection or did not give the right dose)
Sometimes high BGLs happen for no reason at all.
If the student’s BGL is above 15mmol/L and they are feeling alright, they
can join in gently with what the other children are doing, but it is not a good
idea to play really active sports like football until their BGL comes down. They
should drink plenty of water and do another test if they are not feeling well.
If the student’s BGL is above 15mmol/L and they are feeling sick, they
might have ketones (most students have a meter which can test for ketones
as well as for blood glucose). High BGLs and ketones can make them feel
really unwell and give them tummy ache, make them feel thirsty and want to
go to the toilet a lot. This means that things are out of balance in their body.
When they feel like this, they may need to test their BGL more often, drink
plenty of water, go to the toilet more often and sit quietly, but stay with their
class.
The student’s parents should be contacted if the student remains unwell
and/or starts vomiting. If the parents cannot be contacted, an ambulance
should be called.
If the student’s BGL is above 15mmol/L and ketones are present, they are
likely to need extra insulin to help them feel better - their parents or someone
at home can help you with this.
Special Considerations for students on an insulin pump
If the BGL is above 15mmol/L and ketones are present, the parents should be
contacted.
© 2009 Australian Diabetes Council
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Module 13: Contact details
Australian Diabetes Council DIABETESkidsandteensCARELINE 9am – 4pm
Monday – Friday Call 1300 136 588 Ask for the Paediatric Educator
The Children’s Hospital at Westmead 9845 0000 Ask for the Diabetes
Educator or Doctor on call
Sydney Children’s Hospital, Randwick 9382 1456 Ask for the Diabetes
Educator or Doctor on call
John Hunter Children’s Hospital (02)49 213 000 Ask for the Diabetes
Educator or Doctor on call
Royal North Shore Hospital 9926 6904 Ask for the Diabetes Educator or
Doctor on call
Nepean Hospital (02) 47 343 974 Ask for the Diabetes Educator or Doctor on
call
Macarthur Diabetes Service (02) 46 344 028 Ask for the Diabetes Educator or
Doctor on call
© 2009 Australian Diabetes Council
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Check List for Schools for a Child/Teenager with Type 1 Diabetes.
To be completed by a parent or principal carer.
Diabetes Task
Does the child need a blood glucose
(BGL) test at school?
Y/N
Comment
Can the child perform the BGL
themselves?
Does the child need supervision to do the
BGL?
Does the child have a lunchtime insulin
injection?
Can the child do their own injection?
Does the child need supervision to do
their insulin injection?
Does the child have an insulin pump?
Can the child manage their pump
themselves i.e. give a bolus before
meals?
Can the child disconnect the pump when
doing sport or swimming?
Does the child need someone to help
them do a bolus on their pump?
Does the child need to test their BGL
prior to physical activity?
Does the child need to eat or drink
something prior to, during and possibly
after physical activity?
Does the child need extra supervision at
mealtimes?
Does the child need extra supervision on
school excursions?
Does the child have a doctor’s letter
stating their management?
Does the child have a current health care
management plan?
© 2009 Australian Diabetes Council
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Signature: ………………………………………………Date: ……………………………..
Name:………………………………………………………………………….......................
Relationship to Student:…………………………………………………………………..
© 2009 Australian Diabetes Council
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