A School Passport as Part of a Protocol to Assist Educational Reintegration After Medulloblastoma Treatment in Childhood

Tresman, Rachel; Brown, Morven C.; Fraser, Faye; Skinner, Roderick; Bailey, Simon

doi:10.1002/pbc.26071

Cited by 15 publications

(31 citation statements)

References 32 publications

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“…New programmes may consider making programme manuals available, as recommended by checklists for intervention description and replication 54 . Such manuals may provide details of specific timelines for communication and programme delivery, such as those proposed by Tresman et al 55 . and in resources provided by the Association of Paediatric Haematology Oncology Education Specialists 23 .…”

Section: Discussionmentioning

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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Section: Discussionmentioning

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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“…As outlined in Thompson and colleagues’ standards of educational care, guidelines must include the need to designate a skilled paediatric oncology team member as the primary hospital‐to‐school liaison officer. We advocate that guidelines examine effective hospital‐to‐school liaison programmes so as to develop a timeline to facilitate actions, such as the school reintegration protocol developed by Tresman and colleagues or the example provided in Figure …”

Section: Methodsmentioning

confidence: 99%

Establishing Australian school re‐entry service guidelines for children diagnosed with cancer

Lum

Donnan

Wakefield

et al. 2017

J Paediatrics Child Health

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The educational implications of childhood cancer treatment can be significant, adverse and diverse. Treatment side effects include poor concentration and attention, fatigue, social isolation and mobility difficulties. Treatment implications often require targeted support to prevent long-term consequences, such as failing school grades or school dropout. School re-entry services are particularly important to facilitate communication between hospital, home and school to inform school staff about the child's condition, progress and educational needs. In 2015, Thompson and colleagues led an expert multidisciplinary collaboration between American oncology, psychosocial and education specialists to review the school re-entry service literature and establish the international benchmark for standards of educational care.1 These standards of educational care inform school re-entry guidelines that currently exist in American and European paediatric haematology/oncology organisations. 2-5Australian documents on childhood cancer and schooling exist, 6-10 but researchers have identified variation in key school re-entry components, 11,12 and the documents do not appear to meet the standards of educational care set out by Thompson and colleagues. Australian children diagnosed with cancer miss significant periods of school during cancer therapy, which can last for up to 2 years. 13 Their families and education and oncology organisations have been advocating for improved and consistent school re-entry services for some time. 6,11-13 Continued action and advocacy at the hospital and school level will encourage the government to recognise this issue and dedicate funds accordingly. We aim to highlight the gaps within current Australian policies and practices and provide recommendations based on international practices to develop comprehensive guidelines for children, parents, educators and paediatric oncology teams. MethodologyTo meet our aims, we:• Reviewed the national and international academic literature;• Compared current state, federal and international educational policies and practices with the benchmark standards; and• Conducted semi-structured interviews with one current and one previous school psychologist (two; NSW), one parent of a child cancer survivor (NSW), one government (WA) and four non-government support providers (three; NSW, one; National). The benchmarkThompson and colleagues critically reviewed 17 articles from the past 20 years that focused on children's, parents', teachers' and clinicians' perspectives of school re-entry services for school-aged children diagnosed with cancer. 1 While the literature was limited by low-quality studies, it showed consistent support for school re-entry services. Good school re-entry services can help maintain academic performance, school engagement and peer relationships, which can improve graduation outcomes and mental health.

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“…School absences were more frequent during the first school year of returning, for children in treatment or with brain tumours (Park et al, 2018) which were perceived negatively by parents (Hocking et al, 2018). If a formal plan to return to the school was not established, this appeared to lead to a more complicated and uncertain reintegration process (Chen et al, 2015;Pini et al, 2016;Rivero-Vergne et al, 2011;Tresman et al, 2016).…”

Section: Inclusion Criteriamentioning

confidence: 99%

“…According to parents, teachers or healthcare providers, working as a team, as well as establishing a link between the school, family and health system, improved the children's inclusion (Pini et al, 2016;Tresman et al, 2016;Vanclooster et al, 2019aVanclooster et al, , 2019b and were important to detect unique needs and provide specific interventions (McLoone et al, 2013).…”

Section: Communication and Collaborationmentioning

confidence: 99%

A systematic review of the educational experiences and needs of children with cancer returning to school

Martínez-Santos

Fernandez-De-La-Iglesia

Sheaf

et al. 2021

Journal of Advanced Nursing

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A School Passport as Part of a Protocol to Assist Educational Reintegration After Medulloblastoma Treatment in Childhood

Cited by 15 publications

References 32 publications

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

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

Establishing Australian school re‐entry service guidelines for children diagnosed with cancer

A systematic review of the educational experiences and needs of children with cancer returning to school

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