Stakeholder Views of Epilepsy in the Biology Classroom: A Qualitative Exploratory Pilot Study

Abstract

While knowledge, attitudes, and practices towards epilepsy have been extensively investigated, studies that focus on recommendations for teaching units about epilepsy are scarce. To gain an understanding of stakeholders’ views on the content and structure of such units and their implications for educational practice, interviews with teachers (n = 4), first aid instructors (n = 4), representatives of epilepsy-related associations (n = 3), neurologists (n = 3), and people with epilepsy (n = 3) were conducted during a qualitative pilot study from May 2020 to August 2020. Transcripts were independently coded by two raters using MAXQDA, reaching a final coding agreement of 92.15%. While experiences with epilepsy vary, almost all interviewees agreed that teaching about epilepsy in school could improve the quality of life of people with epilepsy. A well-designed teaching unit would be welcomed by most stakeholders. Neuronal processes and first aid measures were considered to be the most important topics. Having students with epilepsy in the classroom, enough time for preparation and implementation and not creating anxieties in students were anticipated challenges while teaching. Generally, basic information in (pre-service)-teacher education, cooperation with external experts, and open communication with students with epilepsy and their parents were recommended. Basic knowledge about epilepsy and proper seizure management should also be included in pre-service teacher education. Based on these findings, teaching units on specific aspects of epilepsy should be integrated in classrooms as well as in pre-service teacher education. However, affected students with epilepsy need to be consulted beforehand.

Keywords

• epilepsy
• stigma
• knowledge
• school
• education
• curricula