Introduction: Juvenile idiopathic arthritis is a general term used to describe chronic childhood arthritic diseases and is classified into seven subgroups. Limitations faced by young people with this disease include muscle and joint pain, joint swelling, fatigue, poor concentration, low self-esteem and self-esteem, difficulty in participating, depression, and social alienation. In adolescence, in addition to biological and psychological processes, they also begin to acquire life roles, increase independence, and acquire responsibility. Schooling and education are crucial in youth and play a major role in a person’s growing up by promoting and developing an individual’s independence, identity, cognitive, emotional, functional, and social skills. Purpose: The purpose of the work was to gain insight into the experience of an individual adolescent with juvenile idiopathic arthritis in the field of schooling and education. We will be interested in the barriers, adjustments, and limitations faced by young people with JIA. Methods: In this qualitative study, we conducted 4 semi-structured interviews with subjects with juvenile idiopathic arthritis. With their permission, we recorded the interviews, literally transcribed them, and analyzed them using the method of qualitative content analysis. Results: Problems with the interviewees accrued occurred at different levels of education (primary school, secondary school, and faculty). However, all problems were related to disease onset. The main problems they faced were pains in the muscles and joints, swelling in the joints, and inability to perform daily activities. All this contributed to fatigue, poor concentration, and poorer mobility. As a result, the adolescent's activities at school were limited. They received various adjustments from the school and relationships with peers, teachers, and professors. Discussion and conclusion: In this work, we found that young people with juvenile idiopathic arthritis experience the disease differently but at the same time. The main problems they face are mainly pain and consequent poor concentration and fatigue. Outbreaks appear to be exacerbated during school hours. The adjustments they received/did not receive from education are also important. The social environment and acceptance by peers and educational staff have a great influence on the experience of illness and inclusion in education. Support and understanding from peers are key to success and a positive experience during school.
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