Children Surviving Cancer: Psychosocial Adjustment, Quality of Life, and School Experiences

Abstract

This study investigated the psychosocial adjustment, quality of life, and school experiences of posttreatment survivors of pediatric cancer. A multimethod, multisource approach examined survivors' adjustments to cancer and views related to educational and psychosocial sequelae of cancer treatment. Data were collected from 51 survivors, 8 to 17 years old. Quantitative assessments revealed anxiety in children and difficulties in psychosocial adjustment in the areas of scholastic competence, emotional stability, and social competence. Qualitative results revealed that students who repeated a grade were particularly concerned with their academic performance and peer relationships. Homebound instruction was reported to be academically inadequate and socially isolating. These results suggest that educators need specific knowledge and skills to successfully assess and teach students who have cancer.

Pediatric Hospital School Programming: An Examination of Educational Services for Students who are Hospitalized

“…According to Bessell (2001), despite the attempts by adults to communicate to students that they should not worry about school during hospitalizations, most children remain concerned about their school progress and participation, and may even misinterpret the message as a sign that their parents and teachers do not have hope in their eventual recovery. Providing school services sends a message of hope to the child.…”

Effect of Fatigue on Quality of Life in Pediatric Oncology Patients

“…Hem hastalık hem de tedaviye bağlı olarak kanserli çocuğun yaşamında fiziksel ve psikososyal olarak birçok sorun görülmektedir (24 …”

Students with Pediatric Cancer: A Prescription for School Success

“…It is important for educators, along with health care workers, to address concerns such as a child's quality of life, psychosocial and cognitive development, and the family's challenges of dealing with complicated treatment options for their child (Bessell, 2001;Searle, Askins, & Bleyer, 2003). At this time, quality of life issues, like a child's education, have not been sufficiently addressed in the professional literature (Irwin & Elam, 2011).…”

“…Additionally, with the push to meet the No Child Left Behind (NCLB) Adequate Yearly Progress (AYP) attendance expectation of 92%, some schools have been known to withdraw students who are chronically ill, further impacting their quality of life by isolating them from their peers and leaving families to contemplate options like home schooling (Bessell, 2001;Irwin & Elam, 2011). "Under Section 504, a chronic illness can be categorized as a disability, consequently providing individuals with chronic illness protection from discrimination.…”

“…The needs of a child with cancer are different from other students and their needs will likely not be classified in the same manner as those of children whose characteristics and assessment data meet the criteria for other established disability classifications (Bessell, 2001). Students with cancer need support so that they do not fall between the cracks of educational and health systems that are not well connected.…”