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.