背　景:青少年糖尿病照護是一件具挑戰性的任務。就青少年而言，學校在其生活中扮演重要角色，然而文獻持續告知校園糖尿病照護品質之不足。目　的:本研究目的在瞭解第一型糖尿病青少年校園生活經驗。方　法:Heidegger詮釋現象學為此前驅研究的哲學基礎，目的取樣兩位台灣第一型糖尿病青少年，透過面對面、半結構錄音訪談收集其校園生活經驗。資料分析乃透過詮釋循環。結　果:個案描述其校園生活經驗為一動態的學習過程，他們學習去：(1)當自己疾病的主人；(2)尋找因應之道讓自己感覺舒服；(3)學習不跟別人不一樣；以及(4)不要讓其他人，尤其是父母，擔心他們。結　論／實務應用:糖尿病照護專家、學校護士、學校教職員及家長應齊來協助糖尿病青少年克服在學校常見的社交情境障礙，同時為他們創造一個支持性的校園生活環境。未來研究宜探討常見的情境障礙，並設計有效之介入方案，以協助他們在校園生活期間之糖尿病照護。

Background: Diabetes self-management is challenging for adolescentswith type 1 diabetes mellitus (T1DM). School plays a crucial role in the adolescents’ lives. However, evidence of inadequate quality of school-based diabetes care has been reported in the literature.Purpose: The purpose of this preliminary study was to obtain an initial understanding of school-based lived experiences of adolescents with T1DM to serve as a foundation of future research.Methods: The Heideggerian hermeneutic phenomenological approach served as the philosophical underpinning for this study. Two Taiwanese adolescents with T1DM were purposively
recruited. Individual, audio-recorded, semistructured interviews
were conducted. Verbatim transcripts were analyzed through hermeneutic circle.Results: Participants described their school-based lived experiences as a dynamic learning process. Four interwoven themes
were discovered: (a) learning to be master of their disease, (b)
learning to find ways to feel comfortable, (c) learning to not be
different, and (d) learning to not let others (especially parents)
worry about them.Conclusions/Implications for Practice: Diabetes care professionals,school nurses, school personnel, and parents should
help strengthen resilience of the adolescents to overcome common
social obstacles in schools. Creating a supportive learning environment is warranted to help incorporate diabetes management into their daily lives. Future studies should consider specific situational obstacles that the adolescents face to design effective interventions to improve school-based diabetes care.