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

Abstract

This study aimed to define the current functions and operations of hospital school programs nationwide. A 56-item survey was disseminated to hospital teachers across the country to examine perceptions about their work, programs, and professional practice. Quantitative findings were analyzed using descriptive statistics at the individual item-level. Qualitative responses were categorized for thematic review and analyzed using an inductive approach. The final sample included 88 completed surveys. Findings were classified into three broad categories: hospital school programming, hospital school teachers, and hospital school instruction. Results revealed that great variability exists across hospitals. Differences were evident in how programs were staffed, funded, and how services are allocated to patients during hospitalizations. Findings will contribute to the establishment of best practices for hospital school programs.

Experiences During a Psychoeducational Intervention Program Run in a Pediatric Ward: A Qualitative Study

“…Hospitalization, either lasting for long periods of time or just for a few days, is likely to be a difficult time for children and adolescents, having been identified by Clouser ( 1 ) as a time of potential crisis for children and their parents ( 2 ). While school-aged inpatients are away from their home, family members, and friends, they become deprived from their daily life normalcy [e.g., ( 3 – 5 )], with literature reporting that hospital stays can be traumatic and stressful events in children's life [e.g., ( 6 , 7 )]. In fact, 60% of inpatient children experience negative impacts of hospitalization {e.g., nightmares, separation anxiety, or aggression towards authority [e.g., ( 3 , 8 , 9 )]}, and many report feeling alone, sad, or bored, and sometimes even frightened by the hospital environment or procedures [e.g., ( 3 , 10 )].…”

“…During hospitalization, children's life routines are interrupted and the return to normalcy after discharge may be challenging ( 5 , 12 ) and may result in negative responses ( 13 ). Besides experiencing the negative side effects of hospitalization, school-age youngsters also miss classes, and lose educational and social opportunities to progress.…”

“…Acknowledging the need to appease the adverse effects of hospitalization, a growing number of pediatric healthcare professionals are becoming aware of the need to provide comprehensive psychosocial multidisciplinary care (e.g., psychologists, teachers) along with medical care (e.g., doctors, nurses) ( 5 , 18 ). Among these professionals, teachers may play a crucial role because they are expected to treat hospitalized children as students and recognize that every setting is a potential learning place, including hospital wards.…”

“…Moreover, the educational services provided are usually set up as Hospital Schools, in which the hospital teachers teach specific academic content, in a classroom ( 29 ). The United States ( 5 ), Canada ( 21 ), the United Kingdom ( 3 ), and Australia ( 30 ) are examples of countries with considerable experience running education programs in their pediatric wards. In spite of this long tradition, data on the type and quality of the educational services delivered is limited and difficult to access [e.g., 21].…”

“…In sum, the adverse effects of hospitalization on children [e.g., ( 5 , 10 )] and the negative outcomes of school absence due to poor health conditions [e.g., ( 21 )] have long been receiving the attention of researchers. However, except for one study ( 31 ), to authors' knowledge, recent research related to the psychosocial impact of hospitalization on school-age children and adolescents is still focused on specific health conditions, such as chronic (e.g., asthma, diabetes) or extreme diseases (e.g., cancer) and traumatic injuries (e.g., brain injuries) [e.g., ( 2 )], and evidence-based data on hospital-based school programs and clear guidelines, or examples of good practices, are still missing in the literature [e.g., ( 5 , 32 )].…”