School time represents a significant component of a child’s life. For children diagnosed with type 1 diabetes (T1D) their overall glycaemic levels during instructional time are important for optimising inclusion, social development, learning progress and overall health outcomes. Managing the enormous life change demands significant learning and adjustment for a young person, their family and school. In Australia, the National Diabetes in Schools Program is a comprehensive resource for all schools, families and health treating teams with knowledge and practices to return students to school safely and inclusively. The Perth Children’s Hospital (PCH) Diabetes Service supports treatment and education of children and families as they return to the community after diagnosis. The SSEN:MMH provides inter-agency liaison support and learning continuity, with teachers embedded with health treating teams across Western Australia since 2005. Through parent consent, SSEN:MMH staff partner with treating teams, families and enrolling schools to enhance wrap around communication, facilitate planning and build school capability for students with many serious medical and mental health conditions, including T1D. At a systems level, SSEN:MMH has also strengthened alignment of practices endorsed by WA Health Service treating teams with Department of Education policy makers to enable evidenced, inclusive practices by schools through the Student Health in Public Schools policy and procedures. There has previously been limited literature regarding glycaemic control during school hours. The study, published in the Journal of Paediatrics and Child Health, evaluated glucose levels of primary school-aged children with T1D in Western Australia (WA) in and outside school time using a 12-week cross-sectional and population-based cohort data of 235 primary school schools’ continuous glucose monitoring from the WA Children’s Diabetes Database. The study demonstrates modestly improved glycaemia during school compared with non-school days, as evidence of the comprehensive work across inter-agency since 2020. This demonstrates that schools in WA are highly successful in delivering inclusive learning environments and routines to empower lives, when we build an inter-agency bridge between Education and Health through comprehensive joint planning, school capacity building and facilitate wrap around support for the learner. Authors: Caleb Jones, Keren Provost, Trevor Briedis, Nikki van Beem