Severe Low Blood Sugar

Table of Contents

Severe Low Blood Sugar is also known as “hypoglycemia”. 

Glucose is a sugar in the blood that comes from the foods a learner eats. Glucose is important because it’s the main source of fuel for the body. The brain utilizes glucose as its main energy source. When a learner has a severe low blood sugar emergency, it is important to act quickly.

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What are some common causes for low blood sugar of individuals with diabetes (hypoglycemia)?

  • Taking certain medications or eat too few carbohydrates
  • Are more active than usual
  • Are not feeling well
  • Skipping or delaying eating a meal
  • Taking too much insulin

As you can see, there are many causes for a child's blood sugar to drop too low. Hypoglycemia can be life-threatening and school personnel need to know how to respond. A learner having a low blood sugar (hypoglycemia) emergency may not be able to communicate.

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Some of the severe symptoms of a low blood sugar emergency may present as:

  • The learner is unconscious and can't follow directions.
  • The learner cannot swallow.
  • The learner is confused.
  • The learner is having seizure activity or convulsions (jerking movements).
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Moderate to Severe symptoms of a low blood sugar emergency may include:

  • Sudden changes in Personality
  • Sweaty
  • Sleepy or Groggy
  • Weak or Uncoordinated
  • Changes in Behavior
  • Hungry
  • Lightheaded
  • Argumentative
  • Inability to Concentrate
  • Pale
  • Dizzy
  • Combative
  • Irritable or Nervous
  • Headache
  • Disoriented or Confused
  • Shakey or Jittery
  • Blurred Vision
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Actions

  • Severe low blood sugar can make it impossible for a student to take liquids or food by mouth. This can happen fairly quickly.
  • Do not put anything in the learner’s mouth if they are unconscious.
  • If the learner is unconscious, place them on their side in the recovery position.
  • Follow the emergency action plan individualized for the learner.
  • If you do not know what is in the emergency action plan, call EMS.
  • Document the date and time, any delegated or certified interventions provided, observations, student response to intervention (if applicable), and your signature and credentials (if applicable).
  • If the student has a Substance Use Disorder and has an EAP, follow the EAP steps.
  • Follow any additional school or program procedure(s).
  • Debrief with the school nurse.
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