Maintaining Schooling for Children With Cancer During and Post Treatment: Parents’ Perspectives of a Theory-Based Program

Abstract

This study explored parents' perceptions of a hospital-based schooling intervention for children with cancer. A qualitative design using semi-structured interviews was employed. Participants were nine parents whose children had participated in the program. Parents participated in semi-structured interviews, which were transcribed verbatim and analysed thematically. Five major themes were identified: experiences with program components, the bigger picture of the program, communication, a burden of responsibility for parents, and perceived impacts of cancer on schooling. Results showed that the parents valued the focus upon schooling and viewed several aspects as being beneficial. Challenges for parents included a lack of communication and individualized planning, and a burden of responsibility. Findings suggest that schooling is important to families and should be a fundamental psychosocial consideration of service providers. The schooling-related needs of parents should also be addressed.

Robots2school: telepresence-mediated learning in the hybrid classroom – experiences in education support for children during cancer treatment: a qualitative study

“…This study further suggests that telepresence robot interventions become an interdisciplinary collaboration exercise between schools, hospitals, and the child's home. Ellis et al (2013) and Delloso et al (2021) state that enhanced collaboration between the hospital, school and hospital-based school during interventions can minimize the burden of responsibility for parents of children with cancer and can enhance continuity of care. Based on the results from this study, this collaboration could elaborate on and assign further responsibilities that support learning for children during illness or treatment periods.…”

“…While school reintegration programs can minimize academic deficiency and facilitate a smoother transition back to school (Charlton et al, 1991;Choquette et al, 2016;Ingersgaard et al, 2021;Petersen et al, 2022) there is limited research on interventions that provide education for children with cancer during prolonged absences and intensive treatment periods (Delloso et al, 2021;Ellis et al, 2013;Helms et al, 2016;Thompson et al, 2015). Advances in communication technology now allows homebound children to connect with their schools and brings to the forefront the possibility of applying more flexible and computer-based learning options (Baskaran et al, 2022;Ellis et al, 2013;Page et al, 2020;Raes, 2022).…”