ABSTRACT Type 1 diabetes (T1D) is among the most common chronic illnesses affecting children and adolescents, meaning that all schools regularly include students with T1D. Supporting their well‐being requires understanding how they experience middle school to address their specific needs. This qualitative, child‐centered study, grounded in principles of grounded theory, explored the school experiences of 25 middle school students aged 11–15 living with T1D in France, using semi‐structured interviews. Analysis revealed several key dimensions shaping their experience. A prominent theme was their desire to go through school “like everyone else” despite the constraints of the illness. This aspiration led to two central needs: a well‐informed social environment and discreet attentiveness from teachers. Several levers for creating a supportive school environment emerged from the findings: rethinking technological devices to better fit school constraints; providing targeted information and training to school staff; raising awareness among all students to democratize knowledge about the condition; and fostering a professional attitude that combines understanding with discretion.
Joing et al. (2026) studied this question.