Figure 1
Flow chart depicting the mixed Delphi method study protocol. A steering workgroup completed the initial rapid meta review, drafted the questions for the different Delphi rounds, and organized the results.
Table 1
Demographic details and professional experience of the participants in the three rounds of our Delphi study.
| ROUND 1 | ROUND 2 | ROUND 3 | |
|---|---|---|---|
| Participants | 23 | 32 | 29 |
| Sex: | |||
| Female | 78% | 72% | 76% |
| Male | 22% | 28% | 24% |
| Age: | |||
| Mean age (SD) | 45 (14.80) | 52 (7.98) | 47.69 (14.15) |
| Age range | 26–76 | 29–64 | 28–76 |
| Field Experience: | |||
| Physical Health Experts | 16 | 17 | 13 |
| Mental Health Experts | 7 | 15 | 16 |
| Mean Years of Experience (SD) | 12.65 (9.56) | 20.37 (11.65) | 14.15 (11.29) |
| Range | 1–40 | 5–39 | 1–40 |
| Field of Work*: | |||
| Education | 11 | 25 | 14 |
| Academia/Research | 8 | 6 | 10 |
| Health Care | 4 | 1 | 4 |
| Other | 0 | 0 | 1 |
| Countries | Australia Austria Canada Ireland Italy Namibia Slovenia Spain Switzerland United Kingdom USA | Australia Austria Belgium Finland Greece Hungary Italy Netherlands Romania Switzerland United Kingdom USA | Australia Canada Ethiopia Finland Greece Italy Namibia Netherlands Spain Switzerland USA |
[i] Note. *“Health Care” includes nurses, doctors, Child Life Specialists and other health staff. “Education” includes primary and secondary hospital and mainstream schoolteachers, principals, and education liaison. SD = Standard Deviation.
Figure 2
The three main timeframes and subsequent time phases of school reentry initially identified through the rapid literature review.
Table 2
Expert agreement (IRQ), mean Likert score (Mean), and standard deviation (SD) regarding; i) each action of the Physical HSRM, ii) the overall model (Overall), iii) the use of quantitative, qualitative, or a combination (Both) of approaches to assess school readiness, and iv) the use of applications and games that present the disease as a battle to be fought.
| AGREEMENT FOR ACTIONS OF THE PHYSICAL H-SRM | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1. WELCOMING | 2. INFORMED CONSENT | 3. EMPOWER COMMUNICATION AND CONNECTIONS | 4. TAILORED LESSON PLANNING, DELIVERY, AND REPORTS | 5. ASSESS, MONITOR, AND SUPPORT | 6. COORDINATOR/POINT PERSON | 7. MULTIDISCIPLINARY CARE TEAM | 8. EXPLAIN THE ILLNESS AND ITS MANAGEMENT IN SCHOOL | 9. PSYCHOLOGICAL SUPPORT | OVERALL | |
| Mean | 6.6 | 6.6 | 6.8 | 6.3 | 6.4 | 6.4 | 6.7 | 6.4 | 6.4 | 6.4 |
| SD | 0.5 | 0.6 | 0.6 | 1.3 | 1.1 | 0.6 | 0.5 | 0.8 | 0.8 | 0.9 |
| IRQ | 1 | 1 | 0 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| PHYSICAL H-SRM SCHOOL READINESS ASSESSMENT METHODS AGREEMENT | AGREEMENT ON REPRESENT DISEASE AS A BATTLE | |||||||||
| QUANTITATIVE | QUALITATIVE | BOTH | ||||||||
| Mean | 5.6 | 6.1 | 6.5 | 3.9 | ||||||
| SD | 1.2 | 1.1 | 0.8 | 2.1 | ||||||
| IRQ | 2.3* | 1.3 | 1 | 4* | ||||||
[i] * Indicates lack of agreement.
Table 3
Experts’ agreement (IRQ), mean Likert score (Mean), and standard deviation (SD) regarding, i) each action of the Mental H-SRM, ii) the whole model (Overall), iii) the use of quantitative, qualitative, or a combination (Both) of school readiness assessment approaches, and iv) the use of images or software applications and games that present the condition as a battle to be fought.
| AGREEMENT ON ACTIONS OF THE MENTAL H-SRM | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1. WELCOMING | 2. INFORMED CONSENT | 3. EMPOWER COMMUNICATION AND CONNECTIONS | 4. TAILORED LESSON PLANNING, DELIVERY, AND REPORTS | 5. ASSESS, MONITOR, AND SUPPORT | 6. COORDINATOR/POINT PERSON | 7. MULTIDISCIPLINARY CARE TEAM | 8. EXPLAIN THE ILLNESS AND ITS MANAGEMENT IN SCHOOL | 9. PSYCHOLOGICAL SUPPORT | OVERALL | |
| Mean | 6.5 | 6.5 | 6.3 | 6.2 | 6.1 | 5.7 | 6.3 | 6.2 | 5.9 | 6.5 |
| SD | 0.5 | 0.7 | 0.9 | 1.1 | 1.1 | 1.7 | 0.8 | 1.1 | 1.3 | 0.5 |
| IRQ | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 1 |
| MENTAL H-SRM SCHOOL READINESS ASSESSMENT METHODS AGREEMENT | AGREEMENT ON REPRESENT CONDITION AS A BATTLE | |||||||||
| QUANTITATIVE | QUALITATIVE | BOTH | ||||||||
| Mean | 6 | 6.4 | 6.7 | 3.5 | ||||||
| SD | 1.2 | 0.5 | 0.5 | 2.1 | ||||||
| IRQ | 1 | 1 | 1 | 3* | ||||||
[i] * Indicates lack of agreement.
Figure 3
Overview of the time phases and actions in the final school reentry models for learners with physical or mental health needs. See Supplementary files for more details.
Note: See Supplementary Files 3 and 4 for a high resolution and complete version of both reentry models.