Evaluation of a school‐linked program for children with cancer

Abstract

Purpose -The purpose of this paper is to show that the "Back on Track" program is designed to support students with a chronic illness (usually cancer) to maintain contact with their school and peers whilst undergoing treatment, to promote socio-emotional wellbeing and to facilitate the ease of return to school when they are well. An evaluation of the program occurred in its first year. Design/methodology/approach -A clarificative evaluation approach was used. This involved collecting data about the elements of the program design and implementation to understand and make explicit the logic of the program. It comprised three stages: documenting the program design; gathering stakeholder feedback about the experiences in the program; and reviewing the program logic of the design and implementation approaches. Findings -The program ("Back on Track") actively engaged teachers, parents, students and Program staff in negotiating strategies to keep the students (patients) connected with their school and peers whilst undergoing hospital-based treatment for their chronic condition, in this case cancer, and when recovering at home before a full return to school. Difficulties emerged with the use of Information Communication Technologies (ICTs) as one of the key program components in keeping the students connected. There were also differences in views between the Program staff, schoolteachers and some of the students and their parents about the ongoing role of the Program once students had returned to school. Originality/value -The paper indicates what is needed to enhance the implementation and success of programs such as "Back on Track" for this group of young people who have significant chronic illnesses, which necessitate prolonged absences from school and separation from peers.

Avances de la investigación en educación y TIC en aulas hospitalarias

“…La literatura analizada sugiere que los programas que tratan de mantener al hospitalizado en contacto con sus estudios y compañeros y compañeras tienen como objetivo primordial una reincorporación ajustada a las emociones tanto de la clase como del alumnado (Ellis et al, 2013;Hopkins, et al, 2013;Lambert, Coad, Hicks y Glacken, 2014). Varios estudios subrayan que los niños con enfermedades crónicas se encuentran con un mayor índice de riesgo para la adaptación social y una menor aceptación por parte de sus iguales en el regreso a la escuela después de largas ausencias (Dunlap, Kagan, Arnold y Gottschlich, 2013;Leger y Campbell, 2008;Wilkie y Jones, 2008).…”

An evaluation of the educational support for teachers who teach children with life-limiting illness in schools

“…Much research carried out with parents, children and teachers points to the importance of teachers ha i g a good u de sta di g of a i di idual hild s edi al eeds Ap e and Nash, 2006; Rózsagegyi, 2008;St Leger and Campbell, 2008;Gorin and McAuliffe, 2008). Asprey and Nash (2006) explain that the edi al odel of disa ilit , hi h fo uses o the i di idual hild s o ditio a d their impairments, has been rejected in guidance documents about education in England in favour of a social model of disability which places an emphasis on the structural and cultural aspects of the s hool a d the eliefs a d a tio s of the tea he s to a o odate all hild e s eeds.…”

“…Return to school after medical treatment has been found to be easier if teachers have kept in touch with family and/or with hospital-based teachers (Breen et al, 2009;Harris, 2009). The evaluation of the Aust alia Ba k o T a k p og a e de o st ated that tea he s eed to e motivated to want to invest in on-going communication with children, families and medical staff because it takes time and a strong commitment to attend meetings, obtain information, to work flexibly to accommodate the i di idual hild s eeds a d to e illing to learn new communication skills for example through information communication technology (St Leger and Campbell, 2008).…”

“…The Australian Back on Track programme emphasised the importance of teachers fostering improved links with lo al, egio al, ea l hildhood a d health depa t e ts i o de to ette u de sta d the hild e s needs and to obtain the necessary funding (St Leger and Campbell, 2008). Harris (2009), Davies (2006, Gorin and McAuliffe (2009) and Palmer and Leigh (2009) call for schools to work with an ecological approach to support children and young people with cancer.…”

“…Sick children spend less time in hospitals and more time receiving treatment and recovering at home. The model of the hospital school is being replaced by one which needs to provide child e s edu atio at home and support successful re-integration back to their own school (St Leger and Campbell, 2008).…”