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Type 1 diabetes (T1D) is an endocrine and metabolic disorder affecting approximately 1.4 million adults living in the United States. Psychosocial factors have been identified as key barriers to improvements in self-care among T1D adults, including emotional well-being, social support and self-efficacy, and personal motivation. It is posited that nonclinical approaches, such as peer-based outdoor adventure education programs, could assist T1D adults with their individual psychosocial needs. However, very little research exists to support this unique approach to care. The purpose of this study was to explore the meaning that adults living with T1D ascribe to participation in a wilderness backpacking trip. Eighteen participants with T1D completed a 5-day backpacking trip on the Chilkoot Trail in Alaska and British Columbia. Once on the trip, participants were invited to participate in two semi-structured interviews within 48 hours of the trip start and end date. Using a phenomenological approach, three themes were constructed: a) seeking and finding a diabetes community, b) revealing capabilities to yourself and the world, and c) enhancing diabetes management and self-care on the trail and in life. A common thread across the three constructed themes was the sense of belonging to the diabetes community, which was described by the participants as paramount to their positive overall trip experience. This finding extends assertions that peer relationships during OAE programs may play a central role in improving psychosocial functioning for individuals living with T1D. This provides evidence on the power of using outdoor recreation to positively impact the community of individuals with T1D.

Introduction: Examining the experiences of students with visual impairments about physical education can lead to a better understanding of how they perceive lessons, activities, and interactions with teachers and peers. Although research in this area of inquiry is growing, the existing literature is limited by geographic location. More specifically, most research in this area has been conducted by examining the experiences of individuals living in the lower 48 states of the contiguous United States. Thus, the purpose of this study was to explore the physical education experiences of Alaskan youths with visual impairments. Methods: A convenience sample of four Alaskan youths with visual impairments were recruited to participate in this study. Data were collected via semistructured face-to-face interviews, reflective field notes, and observation notes. Data were analyzed thematically using a four-step line-by-line process, and emergent themes were displayed as findings and discussed concurrently. Results and discussion: Two interrelated themes were constructed from the participants' narratives. One theme, "accommodation needs met and unmet," described the participants' experiences with needed accommodations in physical education and the feelings they ascribed to instances where needs were met or unmet. The second theme, "deleterious peer relationships," depicted peer relationships in physical education between the participants' and those without visual impairments and revealed several challenging types of interactions that typified those relationships. Interestingly, although the participants in this study described participating in physical education activities that may be unique to those experienced in the lower 48 states, their experiences with peers and teachers were consistent with those portrayed in research conducted throughout the country. Implications for practitioners: The themes that emerged from this study should be considered by physical education personnel providing services in this, and other similar, geographic regions when planning and providing physical education programming to students with visual impairments.