Measuring School Functioning in Students With Chronic Fatigue Syndrome: A Systematic Review |
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| Authors: | Michelle Tollit PhD Jennifer Politis MEdPsych Sarah Knight PhD |
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| Affiliation: | 1. Murdoch Children's Research Institute, Royal Children's Hospital, 50 Flemington Road, Parkville, Victoria 3052, Australia;2. Melbourne Graduate School of Education, The University of Melbourne, 234 Queensberry Street, Melbourne, Victoria 3010, Australia |
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| Abstract: | BACKGROUND It is often surmised that school functioning is significantly impacted in chronic fatigue syndrome (CFS); however, how this phenomenon manifests itself has rarely been characterized. METHODS This systematic review synthesized and critically appraised methods, constructs, and instruments used to assess school functioning in students with CFS. Searches were conducted in electronic databases (CINAHL, MEDLINE, PubMed, ERIC, and PsycINFO) to locate empirical studies that measured school functioning in children and adolescents with CFS. RESULTS A total of 36 papers met the inclusion criteria. By far the most commonly reported school functioning construct measured related to school attendance. This was followed by academic functioning, achievement motivation, and educational services received. Little consistency was found in the measurement of these constructs across studies. CONCLUSIONS The current review revealed that the school experiences of children and adolescents with CFS have rarely been characterized beyond school absenteeism. Improvements in current assessment methods are required to comprehensively understand the impact of CFS on school functioning. Completely understanding the multiple aspects of school functioning will help to inform targeted strategies to optimize educational outcomes for students with CFS. |
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| Keywords: | chronic diseases chronic fatigue syndrome child and adolescent health school functioning school psychology |
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