OP0270 HPR COMPARISON OF THE REASONS FOR NOT GOING TO SCHOOL BETWEEN CHILDREN WITH JUVENILE IDIOPATHIC ARTHRITIS AND THEIR FAMILIES:

Abstract

Background Chronic physical illnesses may disrupt school attendance which possibly causes academic and social problems in children. Decreased school attendance and poor educational performance are shown to be related to poor self-esteem (1). In addition, family life is affected by the consequences of chronic diseases. Family reinforcement has an important effect on children’s behaviors and function (2). In this psychosocial combination, daily routines like school attendance may be affected by family and children’s behavior to disease symptoms. Objectives The aim of this study was to compare the reasons for not going to school between children with juvenile idiopathic arthritis and their families. Methods The study included 181 juvenile idiopathic arthritis children who do not attend school and their families who applied to Hacettepe University, Faculty of Medicine, Department of Pediatric Rheumatology. The reasons for not attending school was assessed with one of the questions of Juvenile Arthritis Biopsychosocial Questionnaire (JAB-Q)(3) with three answers. Functional status of the children was assessed with the functional score of JAB-Q and Child Health Assessment Questionnaire (CHAQ) and psychosocial status with the psychosocial score of JAB-Q. Mean and standard deviations were used for descriptives and Chi-Square test was used to compare the family and children responses. Results Mean age of children was 12,65±3,736 and mean scores of CHAQ, JAB-Q function and JAB-Q psychosocial were 0,48±0,59, 4,36±7,7 and 13.74±8,13, respectively (Table 1). Children and families gave the same answer with%92,4 to the question about the reason for not attending school (Table 2). There wasn’t any difference between children’s and family’s answers (p>0,05). Functional status of children was good according to JAB-Q and CHAQ, and psychosocial status was good according to JAB-Q. Conclusion Child’s psychosocial adjustment is likely to be related with school attendance. When the attendance decreases, problems such as social functioning and isolation can occur. The fact that families and children agreed on the reasons about not to go to school but their functional and psychosocial status were good may have been due to different reasons. It was thought to normalize and encourage children to go to school. In addition, families should motivate their children with positive reinforcements.