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  Living with allergy during the transition to secondary school


   Research School

   Applications accepted all year round  Self-Funded PhD Students Only

About the Project

Allergy, the immune system’s hypersensitive reaction to typically harmless substances, can be severe and lead to a potentially life-threatening reaction or anaphylaxis (Turner et al, 2019). Allergy prevalence is a global “major public health issue” (Sánchez-Borges et al, 2018, p.1), and one of the most common chronic conditions in Europe (Muraro, 2015).

The UK particularly faces an allergy crisis. UK allergy rates amongst adults and children are some of the highest in Europe (APPG, October 2021; Sigurdardottir et al, 2021). Allergy can develop across the lifespan but is common in childhood and can become lifelong (Chan et al, 2020; Waserman & Wason, 2001). Allergy prevalence is difficult to estimate, especially among children (Grabenhenrich et al, 2020). Nevertheless, estimates suggest proven and undiagnosed allergy prevalence among UK school age children is high (APPG, 2021), and 10% of primary school age with proven or undiagnosed allergic multimorbidity (Sigurdardottir et al, 2021).

For these children and their families, living with allergy has health, economic, and psychosocial costs (Grabenhenrich et al, 2020; Subramanain et al, 2021; Walker, 2007). Importantly, allergy’s adverse impact on children’s educational attainment and school experience is robust (e.g., Champaloux & Young, 2015; Fong et al, 2018; Newman et al, 2022; von Kobyletzki et al, 2017). Consequently, understanding factors influencing management of allergy in children is important (BSACI, nd).

Adult carers (parents and schoolteachers) implement a young person’s allergy management action plan including strategies in the event of severe or potentially life-threatening anaphylactic reaction (NICE, 2020; 2018). Research on ways of avoiding and responding to allergy-related medical emergencies among young people focuses on two transition points (Kaplan, 2022; Sanagavarapu, 2017; 2016; 2012): the transition to school, and from adolescence to adulthood. Yet, UK research on children’s transitions from primary to secondary school is sparse (Newman, 2022) despite known psychosocial challenges this transition represents for children in general (Coffey, 2013).

We are looking for a PhD student to develop a qualitative or mixed methods study to enhance our understanding of the experiences of children living with proven and undiagnosed allergy before and after the transition from primary to secondary school. This multi-disciplinary, collaborative study will run across both UW, NHS, and school environments, offering an opportunity for the successful applicant to develop an applied, impactful research study which could inform policy and practice within schools and NHS Trusts.

Application Process

To begin the application process please go to https://www.worc.ac.uk/courses/psychology-mphilphd click on ‘How to Apply’ in the top menu. This PhD could be caried out on a part time or full time basis so please select the relevant application link. On the application form, please make it clear that you are applying for one of our advertised projects so we can direct it straight to the relevant people.

The Interview

All successful applicants will be offered an interview with the proposed Supervisory Team. You will be contacted by a member of the Research School Team to find a suitable date. Interviews can be conducted in person or over Microsoft Teams.

Funding your PhD

For information about Doctoral Loans please visit: https://www.worc.ac.uk/study/fees-and-finance/doctoral-loans.aspx

During your PhD you can access the Research Student Support Scheme to support dissemination costs associated with your research, up to £500 a year.

Living Well with Long-Term Conditions Research Group

Approximately 15 million people in England, representing 1 in 4 adults, have one or more long-term conditions (LTCs). A LTC is an illness that cannot be cured but may be controlled with medicines or other treatments. People living with LTCs face considerable challenges around the management of their long-term physical and mental health.

The ‘Living Well with Long-Term Conditions’ Research Group aims to facilitate the development and implementation of high-quality research and knowledge exchange, targeted at helping people with long-term conditions and their families to live well.

Widening Participation

As part of its mission statement the University is committed to widening participation for its higher degrees. Although most candidates will have an undergraduate and/or a Masters degree, the University is happy to accept applications from candidates with relevant professional qualifications and work related experience.

Supervisory team

Dr Bere Mahoney, Professor Eleanor Bradley, Professor Alison Kington

Director of Studies:

Dr Bere Mahoney, Principal Lecturer in Psychology and Social Science Lead for the Three Counties Medical School, Living Well with Long-Term Conditions Research Group, School, University of Worcester

Supervisors:

Professor Eleanor Bradley, Director of Research and Knowledge Exchange for the College of Health and Science, Living Well with Long-Term Conditions Research Group, School, University of Worcester Professor Alison Kington, Professor in Psychology of Education for Institute of Education, Social Psychology of Education Research Group, University of Worcester

Research Group: Living Well with Long-Term Conditions Research Group

For further information or an informal discussion on this project, please contact Dr Bere Mahoney (Director of Studies) via email at

Education (11) Nursing & Health (27) Psychology (31)

References

APPG (October, 2021) Meeting the challenges of the National Allergy Crisis A report from the All Party Parliamentary Group for Allergy and the National Allergy Strategy Group. https://www.bsaci.org/wp-content/uploads/2021/10/Meeting-the-challenges-of-the-national-allergy-crisis-2021.pdf
BSACI (nd) Allergy Organisations join together to launch new guidelines to safeguard pupils with severe allergies while they are at school https://www.bsaci.org/allergy-organisations-join-together-to-launch-new-guidelines-to-safeguard-pupils-with-severe-allergies-while-they-are-at-school/
Champaloux, S. W., & Young, D. R. (2015). Childhood chronic health conditions and educational attainment: a social ecological approach. Journal of Adolescent Health, 56(1), 98-105.
Chan, E. S., Dinakar, C., Gonzales-Reyes, E., Green, T. D., Gupta, R., Jones, D., ... & Greenhawt, M. (2020). Unmet needs of children with peanut allergy: aligning the risks and the evidence. Annals of Allergy, Asthma & Immunology, 124(5), 479-486.
Coffey, A. (2013). Relationships: The key to successful transition from primary to secondary school? Improving Schools, 16, 261
Fong, A. T., Katelaris, C. H., & Wainstein, B. K. (2018). Bullying in Australian children and adolescents with food allergies. Pediatric allergy and immunology, 29(7), 740-746.
Grabenhenrich, L., Trendelenburg, V., Bellach, J., Yürek, S., Reich, A., Fiandor, A., ... & Beyer, K. (2020). Frequency of food allergy in school‐aged children in eight European countries—The EuroPrevall‐iFAAM birth cohort. Allergy, 75(9), 2294-2308.
Kaplan, G., Mart, S., & Diken, İ. H. (2022). Transition to school process of children with disadvantages: A literature review. Journal of Childhood, Education & Society, 3(1), 28-47.
Muraro, A. (2015). The European Academy of Allergy and Clinical Immunology (EAACI). Advocacy Manifesto. Tackling the Allergy Crisis in Europe-Concerted Policy Action Needed. EAACI—EU Liaison Office.
Newman, K. L., Chater, A., & Knibb, R. C. (2022). Beliefs about food allergies in adolescents aged 11–19 years: A systematic review. Clinical and Translational Allergy, 12(4), e12142.
NICE (2020) Anaphylaxis: assessment and referral after emergency treatment. www.nice.org.uk/guidance/cg134
NICE (2018) Food allergy in under 19s: assessment and diagnosis. www.nice.org.uk/guidance/cg116
Sanagavarapu, P. (2017). Young children’s knowledge of food allergy and transition to school. Cogent Education, 4(1), 1304617.
Sanagavarapu, P., Said, M., Katelaris, C., & Wainstein, B. (2016). Transition to school anxiety for mothers of children with food allergy: Implications for educators. Australasian Journal of Early Childhood, 41(4), 115-122.
Sanagavarapu, P. (2012). Don't forget to pack my EpiPen® please: What issues does food allergy present for children's starting school? Australasian Journal of Early Childhood, 37(2), 56-62.
Sigurdardottir, S. T., Jonasson, K., Clausen, M., Lilja Bjornsdottir, K., Sigurdardottir, S. E., Roberts, G., ... & Keil, T. (2021). Prevalence and early‐life risk factors of school‐age allergic multimorbidity: The EuroPrevall‐iFAAM birth cohort. Allergy, 76(9), 2855-2865.
Sánchez-Borges, M., Martin, B. L., Muraro, A. M., Wood, R. A., Agache, I. O., Ansotegui, I. J., ... & Rosenwasser, L. (2018). The importance of allergic disease in public health: an iCAALL statement. World Allergy Organization Journal, 11(1), 1-3.
Subramanian, A., Adderley, N. J., Gkoutos, G. V., Gokhale, K. M., Nirantharakumar, K., & Krishna, M. T. (2021). Ethnicity-based differences in the incident risk of allergic diseases and autoimmune disorders: a UK-based retrospective cohort study of 4.4 million participants. Clin Exp Allergy, 51(1), 144-7.
Turner, P. J., Worm, M., Ansotegui, I. J., El-Gamal, Y., Rivas, M. F., Fineman, S., Geller, M., Gonzalez-Estrada, A., Greenberger, P. A., Tanno, L. K., Borges, M. S., Senna, G., Sheikh, A., Thong, B. Y., Ebisawa, M., Cardona, V., & WAO Anaphylaxis Committee (2019). Time to revisit the definition and clinical criteria for anaphylaxis?. The World Allergy Organization journal, 12(10), 100066. https://doi.org/10.1016/j.waojou.2019.100066.
van Rens, M., Haelermans, C., Groot, W., & Maassen van den Brink, H. (2018). Facilitating a successful transition to secondary school:(how) does it work? A systematic literature review. Adolescent Research Review, 3(1), 43-56.
Walker, S., Khan-Wasti, S., Fletcher, M., Cullinan, P., Harris, J., & Sheikh, A. (2007). Seasonal allergic rhinitis is associated with a detrimental effect on examination performance in United Kingdom teenagers: case-control study. Journal of Allergy and Clinical Immunology, 120(2), 381-387.
Waserman, S., & Watson, W. (2011). Food allergy. Allergy, Asthma & Clinical Immunology, 7(1), 1-7.

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