Juicebox Podcast: Type 1 Diabetes

Episode #1796: "School Ties"

Host: Scott Benner
Guest: Courtney, Elementary School Principal & T1D Parent
Date: March 12, 2026

Episode Overview

This episode of the Juicebox Podcast features an in-depth conversation with Courtney, an elementary school principal and a mother of a child diagnosed with Type 1 diabetes (T1D) at age five. Now two years into managing her daughter's condition, Courtney shares personal stories, emotional transitions, and actionable insights into handling T1D as both a parent and an education professional. The episode centers around adapting to diabetes care, managing school relationships, advocating for your child, and blending personal wellness with diabetes management.

Key Discussion Points & Insights

Diagnosis Journey and Early Challenges

• Serendipitous Awareness: Courtney first became alert to diabetes symptoms after a college reunion where a friend recounted her own child's T1D diagnosis. Courtney recognized the symptoms in her own daughter (increased thirst, frequent urination).
  • “It was interesting because...I thought to myself…Maggie, my daughter, has some of those symptoms.” (04:12, Courtney)
• Confirmation and Immediate Impact: At a pediatrician visit, her daughter's blood glucose was 350 mg/dL, leading to an ER visit and admission.
  • “She had glucose in her urine and her blood sugar was 350. I love my pediatrician. And she said, you have to go to the emergency room right now. I’m like, no, I don’t.” (04:59, Courtney)
• Lack of Prior Knowledge: Despite her experience with T1D students at school, Courtney admits she had little true understanding until her own child’s diagnosis.
  • “Even working in schools and teaching kids who had type one, I didn’t know, obviously, the depths of it…” (06:44, Courtney)

Mental Health: Navigating Anxiety and Adaptation

• Personal Anxiety: Courtney discusses lifelong anxiety, with her daughter’s diagnosis provoking the worst episode.
  • “My entire life since I was three, Scott.” (07:47, Courtney)
• Support Strategies: Therapy (with a T1D-experienced therapist) and medication (Zoloft) have been essential.
  • “I did the things—went to therapy, got on medication…I actually found a therapist whose son is type one. So that was really helpful.” (07:55, Courtney)
• Recognizing Need for Help: Family and friends intervened as anxiety manifested physically and emotionally.
  • “You know, after diagnosis, I couldn’t sleep, I couldn’t eat, I lost 30 pounds…constantly worried.” (09:47, Courtney)

Early Management Approaches: The Allure and Drawbacks of Low Carb

• Fear-Driven Choices: Insulin felt intimidating, leading Courtney to initially opt for a low-carb diet for her daughter.
  • “Insulin was scary for a long time and it was just easier to manage when she was eating low carb.” (11:34, Courtney)
• Social and Emotional Costs: Restricting carbs led to exclusion—her daughter couldn’t participate fully in school celebrations or social events.
  • “My poor 5 year old couldn’t have cupcakes when it was someone’s birthday…” (12:48, Courtney)
• Evolving Philosophy: Parental guilt and the desire for normalcy led to relaxing restrictions, balancing control with quality of life.
  • “I think it was more about for me, like, her mental health…wanting to be, ‘every other kid.’” (13:19, Courtney)

School Management: Strategies, Tools, and Advocacy

• Flexibility with Blood Sugar Targets: At school, Courtney is comfortable with mildly elevated sugars (150–180 mg/dL) to minimize lows.
  • “I’m not worried about a blood sugar of 150 or 180. When she’s at school, I’m going to let that ride out…” (18:10, Courtney)
• Technological Aids: Her daughter uses Omnipod 5 and Dexcom G7.
  • “Omnipod and G7…Omnipod 5.” (18:39, Courtney)
• Delegation and Trust: School nurse (who also has T1D) is a vital ally, providing knowledge and being a role model for her daughter.
  • “Our school nurse is type one. Maggie’s school nurse is type one.” (24:00, Courtney)
• Self-Management Transition: Courtney is preparing for her daughter to become more independent via texting (using a smartwatch).
  • “Gonna get her a watch so that we can just start texting diabetes. Because she’s—she’s there.” (49:46, Courtney)
• 504 Plan Advocacy: Strong recommendation to secure a specific, formal 504 plan, regardless of school assurances.
  • “You should have a 504 plan. Abso freaking lutely.” (45:12, Courtney)

Balancing Parental Advocacy and School Collaboration

• Navigating “That Parent” Stigma: Courtney urges parents not to fear advocating, while maintaining respect and professionalism.
  • “Don’t worry about being that parent. Be a pain in the neck, but you can do that in a way that’s nice.” (45:04, Courtney)
• Understanding School Limitations: Many staff sincerely want to help but lack resources or knowledge.
  • “99% of school employees want to do the right thing…what gets in the way sometimes is just a lack of education…” (37:14, Courtney)
• Problem Solving Approach: Emphasizes advocacy through collaboration and escalation if needed, rather than immediate confrontation.
  • “Assume positive intentions of the school…you problem solve as a team or you advocate up…” (38:03, Courtney)
• Boundaries & Professionalism: Experiences as a principal inform her advice—yelling rarely helps, but persistent, respectful advocacy does.
  • “You can set a boundary and hold that boundary and be kind all at the same time.” (42:51, Courtney)

Home Dynamics: Family Roles and Spousal Support

• Initial Imbalance: Courtney initially assumed near-total responsibility for diabetes management, to her own exhaustion and her husband’s frustration.
  • “I wouldn’t let him do a lot to start, which was…just my own issues with control.” (29:21, Courtney)
• Evolving as a Team: Over time, responsibilities evened out, benefiting both child and parents.
  • “I just started, you know, resenting him for it, even though it was me who was preventing him from doing it.” (30:01, Courtney)
  • “It’s pretty much 50-50…I just went away last weekend…and I know that he does a great job and is on top of things…” (33:31, Courtney)

Educator Insights: Working Within and Outside the System

• Dual Perspective: Courtney’s background aids her advocacy but sometimes poses a risk of “overstepping” at her own school.
  • “I have to be pretty aware of my role at school…because I want to overstep, I think, at times.” (25:21, Courtney)
• Systemic Gaps: She points out resource disparities and emphasizes the need for improved diabetes education in schools and hospitals.
  • “There’s more we could do in terms of advocacy and education…” (26:33, Courtney; 59:12–60:40)

Big Picture: Acceptance, Adaptation, and Long-term Growth

• The Long Game: Acceptance and adaptation improve with time, and management strategies must evolve as children grow.
  • “This just becomes part of…We’ve just adopted. This is just part of our life…Just gotta keep moving forward.” (21:05, Courtney)
  • “You won’t even recognize this part of it six months from now, let alone six years from now.” (22:24, Scott)

Notable Quotes & Memorable Moments

• On Anxiety and Therapy:
  • “I am a disaster. Yes. No, but you don’t…you never really know until you’re experiencing it.” (07:13, Courtney)
• On Letting Go:
  • “There’s going to be highs and…lows, and we can manage those…Maggie gets to be Maggie.” (17:32, Courtney)
• On School Collaboration:
  • “I think you can always, and you should problem solve with the school…” (37:14, Courtney)
• On the Meaning of Being “That Parent”:
  • “Don’t worry about being that parent. Be a pain in the neck, but you can do that in a way that's nice.” (45:04, Courtney)
• On Advocacy:
  • “Assume positive intentions…they want to do the right thing and then you problem solve as a team or…advocate up…” (38:03, Courtney)
• On the Reality of Educators:
  • “There have been teachers who just flat out do not like your kids…There's no more high mindedness to it than that.” (66:48, Scott)
• Advice to New Parents:
  • “It’s a marathon, not a sprint…” (53:30, Courtney)
  • “You haven’t mastered diabetes in three months, Courtney. That’s weird.” (55:00, Courtney’s friend)

Timestamps by Topic

• 00:15–07:00: Introduction, Courtney’s background, daughter’s diagnosis story
• 07:00–11:30: Mental health challenges post-diagnosis; therapy and medication
• 11:30–13:43: Initial low-carb approach, challenges of restricting food
• 13:43–18:38: Evolving food strategies, blood glucose management at school
• 18:38–25:02: School nurse’s role, trust in algorithm/pump technology, communication with school staff
• 25:21–30:01: Professional boundaries, overstepping, social disparities at school
• 29:21–34:16: Managing caregiving roles between parents, achieving balance
• 37:10–46:00: Parental advocacy, school cooperation, handling resistance, 504 plans
• 49:46–53:05: Fostering self-reliance in child; managing diabetes discreetly at school
• 53:12–59:12: Evolving management strategies; dealing with guilt, progress over time
• 59:12–64:33: Critiquing hospital/educator diabetes education, lacking up-to-date knowledge
• 66:11–68:41: On difficult teachers, realism about schools, takeaways for T1D families

Key Takeaways

• Advocate Relentlessly, Respectfully: It’s vital to advocate for your T1D child—through meetings, requests, and escalating concerns as needed—but maintaining respect fosters better collaboration.
• Secure a 504 Plan: Even if schools seem accommodating, formal documentation is non-negotiable for consistent care and legal protection.
• Normalize and Empower: Loosen control gradually and empower your child as they’re ready; independence with diabetes is a necessary, positive journey.
• Self & Child Wellness Matter: Mind your own mental health as much as your child’s; both are crucial to successful long-term diabetes management.
• Education and Perspective: Most school staff want to help but may lack knowledge—empower them with information and patience.
• Be Kind, Yet Persistent: You can be ‘that parent’ without being combative—kind advocacy is both possible and more effective.
• Prepare for Change: T1D management evolves constantly; what works today will change as your child and technology grow.

Final Words

Courtney’s blend of personal, professional, and practical insights makes this conversation rich with takeaway wisdom. Her journey shows that adapting to T1D as a family—and within school systems—means ongoing learning, compassion, and resilience.

For more resources, join the Juicebox Podcast Facebook group or visit juiceboxpodcast.com.