The psychosocial impact of oral conditions during transition to secondary education

Authors:

ABSTRACT

Aim

Transition to secondary education is a significant life event. Little is known about the impact of oro-facial
conditions during this time and how concerns may contribute as a risk factor to negative adaptation. The aim of the study
was to explore experiences of young people with oro-facial conditions as they undergo the transition to secondary
education. Study Design: Qualitative interview and diary study.

Methods

Participants were children aged 11-12 years with
a range of clinical conditions who attended a dental hospital. Participants completed a two-week diary during the transition
and were interviewed about the diary and their experiences. The interviews were audio-taped and transcribed verbatim.

Results

Seventeen participants returned the diary and were interviewed; they described both changes in school
environment and social interactions. A key finding was the concerns about aspects of themselves that children developed
during this time. For some young people these concerns were about their oro-facial condition. No links between gender,
severity of condition and experiences of school were apparent.

Conclusion

Transition to secondary education affected
young people to varying degrees. Timely treatment for those concerned about the condition of their teeth may improve the
likelihood of positive adaptation.

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