Case studyPediatric nursing

Growth And Development Of The School-Age Child DQ

Two children, two different developmental issues, and both mothers are asking the nurse rather than the child. Whose concern you are answering is the first thing to get right.

Editorial process

Last reviewed · August 23, 2026

Written by

Maren Caldwell

MSN, RN, CNE

Medical-surgical nursing, pharmacology and NCLEX preparation

Reviewed by

Dr. Tessa Redmond

DNP, RN, CNE

Evidence-based practice and clinical education

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Interpret the task
Assignment instructions
Deliverables
Proposed outline
Research plan
Reference shortlist
Final review

Both mothers are asking, and both children are present

Both scenarios share a structure worth noticing before answering either: a parent raises a concern about a child who is present and old enough to have a view. At eleven and ten, these children are entitled to some confidentiality and to be asked directly, and a nurse who answers only the mother has missed a developmental point the case is testing. Kris takes the nurse outside the room, which is a reasonable request and also a moment to plan how Gina will be included afterwards. Answering the three questions in order then works, because they escalate. The prepubescent changes are factual: the growth spurt and pubertal onset arrive earlier in girls, the sequence of development is more predictable than its timing, and wide normal variation is the single most reassuring thing you can tell a parent. Answering them out of order tends to produce a lecture on puberty with no advice in it.

The body image question follows from that variation, since a child who develops noticeably earlier or later than her peers is the one at raised risk, and this is the age at which comparison with peers becomes central. Teach Kris what to say and, more usefully, what not to say: comment on function and health rather than on appearance or weight, avoid commentary on your own body in front of her, and treat food neutrally. The self-esteem question connects to the developmental task of this stage, where competence in school, friendship and activity is how a child at this age builds a sense of themselves, so the practical advice is to protect the domains where Gina succeeds. Teach Kris what not to say as well as what to say, since the omissions matter more here. And Gina is eleven and in the next room: whatever is agreed outside has to be brought back to her.

For Don, read the risk-taking developmentally rather than behaviourally. Some increase is expected at ten as autonomy grows and peer influence rises, so the finding is not abnormal in itself. But the same behaviour can also signal a bid for peer status, a response to stress at home, or, in a boy of this age, a presentation of low mood that will not be reported as sadness. The nurse's task is therefore to distinguish those rather than to reassure, which means asking Don directly about school, friendships and home, screening where the history warrants it, and telling Kandis what would prompt a referral. Note also that he is being seen for a fall, so the injury pattern itself is data about what he has been doing. Kandis needs to know what would prompt a referral, and that threshold should be stated rather than implied, since she is the one who will notice next.

Likely learning objectives

Include a school-age child in a conversation their parent initiated.
Explain normal variation in pubertal timing as the primary reassurance.
Give parents specific language for body image conversations.
Differentiate developmentally expected risk-taking from a warning sign.

Assignment instructions

Read the full question

Review every instruction before using the planning guidance that follows.

1. Gina has come into the primary care center with her mother Kris for an 11-year-old wellness examination. As the nurse prepares Gina for her examination, Kris asks to speak to the nurse outside the examination room. Kris shares with the nurse her concerns about recent changes she has noticed in Gina. She explains that Gina’s body is beginning to change and she has made a number of comments about her body image. Kris is concerned about Gina’s self-esteem and emotional development. (Learning Objectives 1, 2, and 3) a. What are some of the prepubescent changes school-age children experience that the nurse can share with Kris? b. What are some of the issues regarding body image that the nurse can teach Kris about? c. What can the nurse teach Kris regarding self-esteem in school-age children to address her concerns? 2. Don is a 10-year-old boy who is being seen by the school nurse today for a fall he experienced on the school’s playground. Don’s mother, Kandis, has arrived and expresses some concern regarding Don’s recent behavior. She explains that he has engaged in more risk-taking behavior and has had more injuries lately. Kandis then asks the nurse what Don’s weight is and asks her if she thinks Don is overweight. Don is 5’1” and weighs 130 lbs. His body mass index (BMI) is 24.5. (Learning Objectives 4, 5, and 6) a. What can the nurse teach Kandis about promoting a safe lifestyle for Don? b. What can the nurse teach Kandis regarding Don’s weight and corresponding BMI? c. What can the nurse teach Kandis regarding Don’s nutritional needs, promoting nutritional healthy intake, and preventing overweight/obesity? Chapter 29: Growth and Development of the Adolescent 1. Jeff, a 14-year-old boy, is being seen at the local health department for a required physical examination in order to play organized sports with his high school. He is accompanied by his mother, Betty. Before the examination Betty tells the nurse that Jeff is her only son and only teenager. She is not sure what is happening with his body but is aware of the recent dramatic changes Jeff has experienced. (Learning Objectives 1 and 2) Growth And Development Of The School-Age Child DQ a. What can the nurse teach Betty and Jeff about puberty and the changes it is responsible for in adolescents? b. What are some of the integumentary changes that occur in adolescence and that Jeff may be experiencing? c. What can the nurse teach Betty about the psychosocial and cognitive stages of adolescence? 2. Teresa is a 15-year-old girl who is being seen by her physician today at the request of her parents, Bob and Peggy. They have brought Teresa in today because of some concerning changes in Teresa’s behavior and appearance recently. They explain that up to about a year ago Teresa was a typical teenage girl who was a good student in school. Since then, she has been running with a new group of friends who wear dark or black clothing and dye their hair black. Teresa has followed this trend and has recently shown up with several new body piercings and has asked her parents for permission to get a tattoo. Her parents have refused but are afraid that she will do this without their permission. Teresa is listening to loud violent music and spending less time at home with the family. When she is home she often fights with her parents over the rules of the house. They are afraid Teresa has become sexually active. (Learning Objectives 3, 4, and 6) a. What can the nurse tell Bob and Peggy about the influence of Teresa’s peer group? b. What can the nurse teach Bob and Peggy regarding dating and sexuality for adolescence? c. What can the nurse teach Bob and Peggy regarding the occurrence of violence in adolescence? Chapter 37: Nursing Care of the Child With an Infectious or Communicable Disorder 1. Mrs. Acton, the mother of 6-year-old Christina, calls the physician’s office to speak to the nurse. Mrs. Acton is concerned because Christina went to a birthday party 8 days ago and was exposed to the chickenpox. (Learning Objectives 4 and 5) a. What information would be appropriate to give to Mrs. Acton? b. What data would be important for the nurse to gather when speaking with Mrs. Acton? 2. Six-month-old Joshua is brought to the acute care center by his parents. The parents tell the nurse that Joshua has become “very fussy,” seems to be pulling at his right ear, and is running a fever. The nurse finds the infant’s temperature to be 100.2°F axillary. His weight is 7.7 kg and he is crying inconsolably. Joshua’s anterior fontanel is flat when he is crying and his skin feels hot to the touch and dry. Joshua’s mother tells the nurse that when the infant saw his physician 10 days ago he weighed 8.1 kg. (Learning Objective 3) a. Based on the data obtained during this assessment by the nurse, what interventions should the nurse expect to provide? b. What child/family teaching would the nurse be expected to provide?

What the case study questions ask for

01The prepubescent changes school-age children experience that the nurse can share with Kris.
02The issues regarding body image that the nurse can teach Kris about.
03What the nurse can teach Kris regarding self-esteem in school-age children.
04Answers to the questions concerning Don's recent risk-taking behavior.