Conclusion: Looking back and looking forward.

Abstract

T his volume provides critical information for a multitude of disorders affecting different body systems with potentially long-term effects on child outcomes. Although there are obvious differences across disorders and for the individuals who are affected, some considerations cut across various health-related disorders. The goal of this chapter is to synthesize the knowledge base accumulated here, as well as what is known about the more frequent disorders not covered (e.g., attention-deficit/hyperactivity disorder). This synthesis is intended to aid in generalization of knowledge across currently identified disorders and new disorders or complications (e.g., those that may present as aftereffects of the COVID-19 pandemic).Regardless of the disorder, medical, cognitive/academic, and social/behavioral factors should be considered in meeting the needs of those with any health-related condition. At the same time, the effects on a given individual may range from minimal to severe in one or all of those functional domains, with variability as the child develops. A theme emerged across disorders, that for most of these conditions, there is vast variability in skill acquisition and execution of those skills on a daily basis. This variability increases with consideration of multiple body system effects, availability of resources within health and educational systems, and impacts on the family system.A gap persists in the consideration of educational and psychosocial needs for these children and youth by medical professionals, many of whom lack fundamental knowledge of the education system and how it operates in providing services to students with health care needs. Similarly, educators and school-based