FROM CLASSROOMS TO CLINICS: EXPLORING THE EXPERIENCES OF ELEMENTARY TEACHERS IN HANDLING STUDENT HEALTH ISSUES

Abstract

This qualitative-phenomenological study was conducted to explore the lived experiences, coping mechanisms, and insights of elementary teachers in handling student health issues. The participants of the study were 12 clinic coordinators selected through purposive sampling technique. Six participants were interviewed through in-depth interview (IDI), while the remaining six participated in a focus group discussion (FGD). Thematic analysis was utilized in analyzing the gathered data. The lived experiences of the participants included providing immediate first aid and basic medical care for common student health complaints, managing emergencies and referring students to external health facilities, dealing with lack of adequate facilities, medical supplies, and equipment for student health care, handling the dual roles of teacher and health provider, balancing teaching and health duties through prioritization and classroom routines, and delayed paretnal reply affecting timely medication or referral. The coping mechanisms employed by the participants were developing confidence and competence through experience, maintaining a positive and compassionate attitude, utilizing collegial support systems, and enaging external community health support. The insights and recommendations shared by the participants included strengthening institutional support, resources, and budget allocation, enhancing medical supplies, equipment and clinic resources, expanding capacity building emergency response training for teachers, improving stakeholders collaboration and communication, and establishing clear guidelines and referral systemes. The findings of this study are significant to teachers, school administrators, parents, DepEd officials, and future researchers, as these provide meaningful insights into the realities faced by elementary teachers in addressing student health concerns. Furthermore, the study may contribute to the improvement of school health services, policy development, teacher preparedness, and support systems in managing student health issues within the school setting.