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The Plymouth Student Scientist

Emelia C. Steel

Document Type

Psychology Article

Abstract

Transitioning from secondary school to university is a high-risk period for managing type 1 diabetes among UK students. Canadian research identified limited systemic support during this period. However, there is a lack of qualitative insight into how students navigate this transition in the UK, where healthcare and education systems differ. This study addressed that gap through semi-structured interviews to understand what makes this transition particularly challenging and what support students would find most helpful. A purposive sample comprised seven participants aged 19–29 from four UK universities. Thematic analysis, guided by Braun and Clarke’s (2022) six-phase framework, identified three superordinate themes: management, lifestyle, and support. Participants described increased independence at university, which had mixed effects on their diabetes management. Many reported poorer blood sugar control and health complications, influenced by disrupted routines, alcohol use, and irregular eating habits. The absence of parents, friends, familiar school staff, and proactive paediatric care also contributed to difficulties. Students suggested that designated advisors and private medical spaces on campus could better support their diabetes self-care when they first start university. These findings suggest that tailored support packages from healthcare providers and education institutions are essential to help students mitigate transitional challenges. Future research should evaluate whether such initiatives improve health outcomes for this at-risk population.

Publication Date

2025-12

Publication Title

The Plymouth Student Scientist

Volume

18

Issue

2

ISSN

1754-2383

Deposit Date

2025-12

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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