A Systematic and Quantitative Review of Interventions to Facilitate School Reentry for Children With Chronic Health Conditions

Canter, Kimberly S.; Roberts, Michael C.

doi:10.1093/jpepsy/jss071

Cited by 95 publications

(71 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While the literature was limited by low‐quality studies, it showed consistent support for school re‐entry services. Good school re‐entry services can help maintain academic performance, school engagement and peer relationships, which can improve graduation outcomes and mental health . School re‐entry services can also improve teachers’ cancer knowledge and facilitate a supportive attitude towards the child .…”

Section: Methodsmentioning

confidence: 99%

“…Most Australian teachers do not complete pre‐service or in‐service training aimed at meeting the needs of children diagnosed with cancer or other chronic illnesses . Teachers may not feel prepared to accommodate the needs of children diagnosed with cancer and have identified specific informational needs that they require before they can deliver support . Considering that 10–20% of all children and adolescents suffer a chronic illness, university curriculums should include training about educational implications and management of chronic illness in schools .…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Establishing Australian school re‐entry service guidelines for children diagnosed with cancer

Lum

Donnan

Wakefield

et al. 2017

J Paediatrics Child Health

View full text Add to dashboard Cite

The educational implications of childhood cancer treatment can be significant, adverse and diverse. Treatment side effects include poor concentration and attention, fatigue, social isolation and mobility difficulties. Treatment implications often require targeted support to prevent long-term consequences, such as failing school grades or school dropout. School re-entry services are particularly important to facilitate communication between hospital, home and school to inform school staff about the child's condition, progress and educational needs. In 2015, Thompson and colleagues led an expert multidisciplinary collaboration between American oncology, psychosocial and education specialists to review the school re-entry service literature and establish the international benchmark for standards of educational care.1 These standards of educational care inform school re-entry guidelines that currently exist in American and European paediatric haematology/oncology organisations. 2-5Australian documents on childhood cancer and schooling exist, 6-10 but researchers have identified variation in key school re-entry components, 11,12 and the documents do not appear to meet the standards of educational care set out by Thompson and colleagues. Australian children diagnosed with cancer miss significant periods of school during cancer therapy, which can last for up to 2 years. 13 Their families and education and oncology organisations have been advocating for improved and consistent school re-entry services for some time. 6,11-13 Continued action and advocacy at the hospital and school level will encourage the government to recognise this issue and dedicate funds accordingly. We aim to highlight the gaps within current Australian policies and practices and provide recommendations based on international practices to develop comprehensive guidelines for children, parents, educators and paediatric oncology teams. MethodologyTo meet our aims, we:• Reviewed the national and international academic literature;• Compared current state, federal and international educational policies and practices with the benchmark standards; and• Conducted semi-structured interviews with one current and one previous school psychologist (two; NSW), one parent of a child cancer survivor (NSW), one government (WA) and four non-government support providers (three; NSW, one; National). The benchmarkThompson and colleagues critically reviewed 17 articles from the past 20 years that focused on children's, parents', teachers' and clinicians' perspectives of school re-entry services for school-aged children diagnosed with cancer. 1 While the literature was limited by low-quality studies, it showed consistent support for school re-entry services. Good school re-entry services can help maintain academic performance, school engagement and peer relationships, which can improve graduation outcomes and mental health.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Establishing Australian school re‐entry service guidelines for children diagnosed with cancer

Lum

Donnan

Wakefield

et al. 2017

J Paediatrics Child Health

View full text Add to dashboard Cite

show abstract

“…This gives further evidence of the value of this SRP. In comparison to the review by Canter and Roberts [11] in which they identified increased illness/condition-specific knowledge of both teachers and healthy peers, this audit similarly identified an increased awareness of the injury and its associated difficulties to all involved, as well as the themes of feeling supported and reducing fear.…”

Section: Overview Of Findingsmentioning

confidence: 69%

“…Canter and Roberts [11] conducted a quantitative review of research on the effects of school re-entry interventions for children with chronic health conditions. These interventions can take the form of a workshop aiming to increase disease or injury-specific knowledge, and decrease anxiety surrounding the return of an ill child back to the class room, and can also involve discussing the needs and fears of the ill child and of the class.…”

Section: Introductionmentioning

confidence: 99%

Measuring the impact of a burns school reintegration programme on the time taken to return to school: A multi-disciplinary team intervention for children returning to school after a significant burn injury

Arshad

Gaskell

Baker

et al. 2015

Burns

View full text Add to dashboard Cite

“…To encourage the implementation of these interventions, more communication is needed between the medical team and school system. This may be done through the implementation of reentry school programs that have been previously reported to be successful (24). While schools were concerned how PA would impact academic performance, several studies have revealed that exercise does not impair academic performance (25) but rather promotes performance, concentration, memory, and classroom behavior (26).…”

Section: Resultsmentioning

confidence: 99%

Influences and Barriers on Physical Activity in Pediatric Oncology Patients

Yelton

Forbis

2016

Front. Pediatr.

View full text Add to dashboard Cite

ObjectivesTo determine the influence of family, peers, school, and physicians on exercise in pediatric oncology patients and evaluate the barriers to physical activity (PA) levels in this population.MethodsA search of PubMed and Google Scholar resulted in 12 related articles. The articles were assessed for the influence of school systems, family, peers, self-efficacy, and physicians on exercise. Additionally, barriers and interventions to PA were also assessed. Limitations and research methodologies of each article were also evaluated.ResultsMany school systems were unsure of expectations in regards to PA for their returning students with cancer. Most schools acknowledged willingness to increase exercise for these students; however, there is a communication gap between the medical field and the school system on what expectations should be. Family is associated with increased PA levels and healthier diets in this population with children preferring mothers as exercise partners more than fathers. While physician interventions have been shown to positively impact PA, it has been reported that physicians are not engaging in exercise counseling with their patients.ConclusionSeveral issues and barriers related to PA in pediatric oncology population were identified. Studies have demonstrated that it is feasible to increase PA and self-efficacy in this population. Further research is needed to better understand and quantify these issues as well as further test the interventions that have been suggested in this review and have been successful in other pediatric populations.

show abstract

A Systematic and Quantitative Review of Interventions to Facilitate School Reentry for Children With Chronic Health Conditions

Abstract: This analysis provides support for the effectiveness of school reentry interventions and highlights the critical need for more empirical work in this area.

Cited by 95 publications

References 20 publications

Establishing Australian school re‐entry service guidelines for children diagnosed with cancer

Establishing Australian school re‐entry service guidelines for children diagnosed with cancer

Measuring the impact of a burns school reintegration programme on the time taken to return to school: A multi-disciplinary team intervention for children returning to school after a significant burn injury

Influences and Barriers on Physical Activity in Pediatric Oncology Patients

Contact Info

Product

Resources

About