Date of Conferral

2-17-2025

Degree

Doctor of Public Administration (D.P.A)

School

Public Policy and Administration

Advisor

Dr. Anne Hacker

Abstract

Asthma remains one of the most common chronic conditions affecting school-aged children, posing significant challenges to their academic performance and overall well-being. However, the literature indicates that there continues to be barriers to successful implementation of asthma education policies in the public schools, particularly in the elementary levels. Using Maxwell’s interactive design for qualitative research, this study investigated how educators and stakeholders perceived the impact of state legislation on asthma education criteria and outcomes for student in grades K-5, as well as their recommendations for policy. Guided by Jones and McBeth’s narrative policy framework, semi structured interview data were collected from five respondents in a diverse North Carolina school district. Participants were asked to discuss their lived experiences and perspectives on asthma education criteria, offering insights into the effectiveness and challenges of the policies. The findings included the need for enhanced communication among stakeholders, to develop more effective protocols when addressing the needs of young children with asthma, and the need for more parent involvement with schools and nurses regarding the administration of medications. The findings can inform best practices for educators and school administrators working with elementary school students (K-5) and provide school personnel and parents with working insights to aid in policy refinement and better support for students with asthma. Proactively addressing gaps in policy implementation may foster positive social change by promoting the adoption of more effective asthma education programs within North Carolina public schools.

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