TABLE 3.
Independent validated questionnaire‐ mean and SD scores for quality of life; self‐efficacy (FA and NFA); perceived school support for students with FA; and attitudes and knowledge for students (FA and NFA) for CS1 (T0 and T1) and CS2 (T0)
| Quality of life a | Self‐efficacy b | School support c | Attitudes and knowledge d | |||
|---|---|---|---|---|---|---|
| FA | NFA | FA | NFA | |||
| Case Study 1 | ||||||
| T0 (mean, SD) | 3.3 (1.5) | 3.6 (1.7) | 3.2 (1.4) | 3.0 (1.4) | 3.7 (0.8) | 3.1 (0.6) |
| T1 (mean, SD) | 2.5 (1.4) | 4.6 (1.1) | 4.1 (1.3) | 4.2 (0.8) | 4.0 (0.7) | 3.8 (0.8) |
| Case Study 2 | ||||||
| T0 (mean, SD) | 3.4 (2.3) | 3.4 (2.4) | 2.9 (1.4) | 2.3 (1.4) | 3.8 (1.0) | 3.2 (0.9) |
CS1, students with FA: T0 n = 11, T1 n = 10; students with NFA: T0 n = 16, T1 n = 6. CS2, students with FA: T0 n = 13; students with NFA: T0 n = 81. Scales used: 0–6 for quality of life and self‐efficacy; and 1–5 for attitudes and knowledge and school support. Abbreviations: CS, Case study; T0, Baseline; T1, At follow‐up; FA, Food allergy; NFA, Without food allergy; SD, Standard deviation. Example question used to evaluate the level of (school‐specific) attitudes and knowledge for both those with FA and NFA: ‘If someone with a FA recognises or suspects that a food contains an allergen to which they are allergic, how safe do you think it is for them to consume it anyway?’
Higher scores denote worse quality of life; Higher scores denote higher.
self‐efficacy.
perceived school support.
level of attitudes and knowledge.