TABLE 1.

Predetermined semi‐structured interview schedule and the associated stage of Appreciative Inquiry.

	Predetermined semi‐structured interview questions	Associated stage of Appreciative Inquiry
Q1.	Let's think about a time when you were teaching a student with chronic or recurrent pain, and you felt like the interactions and/or the situation went well. So, we are thinking of the best situation you have had with a student with chronic pain. Please describe what this was like (Interviewer explores the situation in relation to the research questions)	Discovery Appreciating the strengths: “the best of what is”
Q2.	Now let's think of a time when an interaction or situation relating to a student with chronic pain was tricky, more negative, or you just didn't feel like it went well. Please describe what this was like (Interviewer explores the situation in relation to the research questions. Interviewer reflects with participant regarding other interactions e.g., in the playground or when relieving a class when they may not know the student)	Discovery
Q3.	Let's reflect on school and classroom procedures, your training and professional development that you do as a teacher: How do you make decisions day to day with these students? What do you think about/ask yourself/ask the child to help you make these decisions? (Interviewer guides the reflection by drawing on previous examples, or additional examples as required)	Discovery
Q4.	What would make the situation better for you? (e.g., What do you need? How would you like it to be if you could dream of a different future?)	Dream and design
Q5.	What do you think needs to happen in the broader community for this to be better? (For you, for your student, for society)	Dream and design