Are we meeting the training needs of healthcare and education professionals supporting children with cancer in their return to school?

Ellis, Sharon; Fardell, Joanna E.; Wakefield, Claire E.; Schilstra, Clarissa E.; Burns, Mary; Donnan, Barb; Walwyn, Thomas; Lum, Alistair; Marshall, Glenn M.; Carter, Amanda; Barton, Belinda; Cohn, Richard J.

doi:10.1002/pbc.27575

Cited by 4 publications

(3 citation statements)

References 6 publications

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“…Information does not consistently include a discussion of health-related learning difficulties, child legal rights, or formal education support processes (i.e., obtaining an IEP/504 plan) [ 46 ]. However, many providers report they do not receive formalized training in post-treatment cognitive and school issues [ 53 , 54 ]. Oncology providers should have a basic knowledge of the intersection of the neurocognitive impacts of therapy and educational supports, and additional formalized training should be provided to improve oncology provider knowledge and clinical confidence [ 53 ].…”

Section: Discussionmentioning

confidence: 99%

Integrative review of school integration support following pediatric cancer

et al. 2022

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Purpose This study aims to understand parents’ experiences of school integration support for their child’s transition to K-12 schooling during or after cancer treatment. Methods This integrative literature review used PubMed, CINAHL, PsycINFO, and Embase databases and included articles from January 2000 to July 2022 describing parent experiences with support from healthcare providers, school faculty/systems, and school integration programs. This review was guided by an adapted School Re-Entry Model and used constant comparison to identify common themes and guide synthesis. The Johns Hopkins Evidence and Quality Guide was used to appraise article quality and level of evidence. Results Thirty-five articles were included in the final review: seventeen qualitative, fourteen quantitative, and four mixed or multi-method designs. Parents reported experiences receiving support from healthcare providers, school faculty/systems, school integration programs, and “other” sources. Parents reported both facilitators and barriers to communication, knowledge, and the process of receiving school integration support. Conclusions Parents found neuro/psychologists highly supportive but reported limited support from other healthcare providers. Most parents reported mixed experiences with school faculty and reported many barriers to school system support. Parents reported positive experiences with school integration programs; however, limited programs were available. Implications for Cancer Survivors Future programs and research should focus on addressing identified barriers and facilitators of school integration support. Further work is also needed to understand a wider range of parent experiences during school integration. Supplementary Information The online version contains supplementary material available at 10.1007/s11764-022-01276-y.

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Section: Discussionmentioning

confidence: 99%

Integrative review of school integration support following pediatric cancer

et al. 2022

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“…Furthermore, our review was limited to programmes that predominantly reported outcomes for the child with cancer and their parents. However, research suggests that siblings, peers, teachers, and healthcare professionals have distinct information and support needs in the process of delivering and advocating education support, which should be accounted for in future education support programmes 65‐67 . The scope of this review is limited by the exclusion of studies published in languages other than English.…”

Section: Study Limitationsmentioning

confidence: 99%

School and educational support programmes for paediatric oncology patients and survivors: A systematic review of evidence and recommendations for future research and practice

et al. 2021

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Objectives The Psychosocial Standards of Care (PSSC) in paediatric oncology prescribe the minimum standards for education support. It is unknown, however, if published education support programmes for children with cancer meet the PSSC standards for education support. Successful implementation of standards for education support is challenging but may be achieved with guidance. We aimed to (1) review education support programmes for childhood cancer patients and survivors against the PSSC standards and (2) provide practical recommendations for future research and implementation of education support programmes. Methods We searched PsycINFO, PubMed, CINAHL, EMBASE, and Educational Resources Information and Center databases. We reviewed the education support programmes using five evaluation criteria derived from the PSSC and summarised the structure of identified programmes. We examined the features and limitations of programmes that met all evaluation criteria. Results We identified 20 education support programmes in paediatric oncology, including peer programmes (n = 3), teacher programmes (n = 5), and school re‐entry programmes (SRPs n = 12). We found that three SRPs met all evaluation criteria and that SRP components were timed according to the child's position on the cancer trajectory (e.g., diagnosis and treatment, school re‐entry, and follow up throughout schooling). The supporting evidence of the programmes, however, is unclear due to the lack of adequately designed studies. Conclusions SRPs provide a promising structure for future education support programmes. We recommend strategies for developing and evaluating education support that adheres to the PSSC and adapts to international and local contexts.

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“…Parental concern for their child’s education following diagnosis has also been documented, including noting reductions in academic performance, ability to participate in school and school-related activities and the need for education professionals and school peers to receive information specific to their child’s needs [ 1 ]. Education and health care professionals also identify their own needs for training to support the educational needs of children and adolescents with cancer [ 10 ]. In England, the Department for Education provides guidance on the statutory obligations that schools have to meet the educational support needs for children with medical conditions, including cancer [ 11 , 12 ].…”

Section: Introductionmentioning

confidence: 99%

Access to and experience of education for children and adolescents with cancer: a scoping review protocol

et al. 2021

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Background Cancer diagnosis in childhood or adolescence impacts significantly on school attendance, experience and educational outcomes. While there is longstanding recognition in clinical practice that these effects span the whole illness trajectory and continue beyond treatment completion, further clarity is required on the specific barriers and facilitators to education during cancer treatment and beyond, as well as on the experiences of children and adolescents across the full range of education settings (hospital, home, virtual, original school of enrolment), in order to determine which interventions are successful in improving access and experience from their perspective. The aim of this review is to identify what is known from the existing literature about access to and experience of education for children and adolescents with cancer during and post treatment. Methods We have planned a scoping literature review searching the following databases from inception onwards: MEDLINE (Ovid), Embase and Embase Classic, Web of Science Core Collection, Education Resources Index, Sociological Abstracts, APA PsycINFO, SCOPUS, CINAHL Plus, Emcare and The Cochrane Library. In addition, DARE, conference abstracts, key journals, and institutional websites will be searched. Arksey and O’Malley’s six-step process will be followed, including a consultation exercise. Studies, reports and policies from any country providing care and treatment for children and adolescents with cancer published in English will be considered eligible for inclusion. Two reviewers will independently screen all citations, full-text articles and abstract data. A narrative summary of findings will be conducted. Data analysis will involve quantitative (e.g., frequencies) and qualitative (e.g., content and thematic analysis) methods. Discussion This is a timely examination given the increased incidence of childhood cancer, more intensive treatment regimens and improved survival rates for childhood cancer. The inclusion of a substantive consultation exercise with families and professionals will provide an important opportunity to examine the scoping review outputs. Findings will assist the childhood cancer community in developing a comprehensive evidence-based understanding of a significant associated bio-psychosocial impact of cancer diagnosis and treatment and will form the first step towards developing effective interventions and policies to mitigate identified detrimental effects. Systematic review registration Open Science Framework (osf/io/yc4wt)

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Are we meeting the training needs of healthcare and education professionals supporting children with cancer in their return to school?

Cited by 4 publications

References 6 publications

Integrative review of school integration support following pediatric cancer

Integrative review of school integration support following pediatric cancer

School and educational support programmes for paediatric oncology patients and survivors: A systematic review of evidence and recommendations for future research and practice

Access to and experience of education for children and adolescents with cancer: a scoping review protocol

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