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What About School? Educational Challenges for Children and Adolescents With Cancer

Published online by Cambridge University Press:  26 June 2015

Barbara M. Donnan ,
Tracey Webster ,
Claire E. Wakefield ,
Luciano Dalla-Pozza ,
Frank Alvaro ,
Jenny Lavoipierre  and
Glenn M. Marshall
Barbara M. Donnan*
Affiliation:
Ronald McDonald House Charities, Sydney, Australia
Tracey Webster
Affiliation:
Ronald McDonald House Charities, Sydney, Australia
Claire E. Wakefield
Affiliation:
Kids Cancer Centre, Sydney Children's Hospital, Sydney, Australia School of Women's and Children's Health, Discipline of Paediatrics, Faculty of Medicine, University of New South Wales, Sydney, Australia
Luciano Dalla-Pozza
Affiliation:
Oncology Unit — The Children's Hospital at Westmead, Sydney, Australia
Frank Alvaro
Affiliation:
Paediatric Oncology — Kaleidoscope, John Hunter Children's Hospital, Newcastle, Australia
Jenny Lavoipierre
Affiliation:
Ronald McDonald House Charities, Sydney, Australia
Glenn M. Marshall
Affiliation:
Kids Cancer Centre, Sydney Children's Hospital, Sydney, Australia
*
Address for correspondence: B.M. Donnan, Ronald McDonald House Charities, Sydney, Australia, Ronald McDonald House, PO Box 268 New Lambton, NSW 2305. Email: [email protected]
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Abstract

Many students treated for cancer experience significant challenges in maintaining their education during and beyond cancer treatment. Late effects of cancer treatment combined with prolonged periods of missed schooling can dramatically impact upon a student's physical, cognitive and social development. This study examined the relationship between cancer type, cancer treatment, time absent from school, school services and academic areas affected by the cancer diagnosis. An online survey was completed by 80 parents, representing 80 children with cancer, and 136 siblings. Twenty-four parents/carers participated in five focus groups held across rural and regional New South Wales (NSW). Additional difficulties for children and adolescents post cancer treatment were reported by 62.3% of parents and included difficulties with attention, mobility, hearing and fine motor skills. Further areas of specific academic need were identified in mathematics, memory, concentration and confidence. Despite the high level of additional need, only 9.3% of students were reported as receiving additional funding support upon their return to school. Emotional descriptions referring to turmoil, lack of understanding and lack of support were contained within the focus group transcriptions. Results indicated a high level of specific educational and psychosocial needs for this group of students who, having overcome a potentially fatal illness, must continue to fight to learn.

Keywords

cancereducationschoolparentschildrenadolescents
Type
Articles
Information
The Educational and Developmental Psychologist , Volume 32 , Issue 1 , July 2015 , pp. 23 - 40
Copyright
Copyright © Australian Psychological Society Ltd 2015 

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