Keeping Students with Long-term Conditions Connected with Schools: Facilitators for Sustainable Virtual Connections

Figures & Tables

Description of the Stakeholders Interviewed.

NO.	PSEUDONYM	ROLE
1	Aqua	Community teacher, Regional Health School
2	Saphire	Patience Project operations manager
3	Cadet	Clinical psychologist (Consult Liaison Service) with experience supporting students with LTCs
4	Sage	Community teacher, Regional Health School
5	Frostblue	Haemodialysis educator and professional leader with experience supporting students with LTCs
6	Jade	Senior leader, Regional Health School
7	Freya	Community teacher, Regional Health School
8	Neva	Community teacher, Regional Health School
9	Aero	Young Person with LTC experience and CanTeen NZ Ambassador (school leaver)
10	June	University Senior Academic, Inclusive Education
11	Killarney	Mainstream school teacher; participated in the Patience Project
12	Sam	Mainstream school teacher; participated in the Patience Project
13	Azure	Parent, whose child attends a Regional Health School; participated in the Patience Project
14	Damon	Young person with LTC experience and CanTeen NZ Ambassador (school leaver)
15	Lilac	Young person with LTC experience and CanTeen NZ Ambassador (school leaver)
16	Auburn	College counsellor; participated in the Patience Project
17	Mauve	Young person with LTC experience; participated in the Patience Project (high-school student)
18	Jasmine	Mainstream school teacher and dean; participated in the Patience Project

Facilitators for Sustainable Virtual Connections Identified from the Interview Data.

FACILITATORS	DESCRIPTION
Individual student needs	⚬ flexibility to include virtual connections in learning environments based on students’ needs ⚬ empowering students in the decision making
Culturally responsive support	⚬ understanding students’ and their families’ values and beliefs ⚬ culturally competent practices for virtual connections
Purposeful virtual connections with schools	⚬ making virtual students feel present and included ⚬ mitigating exclusion through purposeful connections
Technology for virtual school connections	⚬ positive inclusive experience for students that supports their social connectedness ⚬ managing expectations and addressing concerns
Safe online environments	⚬ privacy in online environments ⚬ students feel safe in the virtual connection
Stakeholder training and support	⚬ health literacy for support providers ⚬ accessing and receiving support ⚬ developing teacher preparedness