Reintegration into school of childhood brain tumor survivors: a qualitative study using the International Classification of Functioning, Disability and Health – Children and Youth framework

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

“…hair loss or weight gain), their cognitive ability or neurological conditions, as well as physical symptoms (i.e. fatigue, pain, mobility or sensory impairments) (Choquette et al, 2016;Hocking et al, 2018;Kieffer et al, 2012;Lee et al, 2020;Pini et al, 2019;Rivero-Vergne et al, 2011;Vanclooster et al, 2020;Yilmaz et al, 2014). These changes made them feel fearful and insecure and wearing wigs or hats was challenging (Pini et al, 2016;Rivero-Vergne et al, 2011).…”

“…and maturity, perseverance, pride, gratitude, and sense of justice as positive features (Vanclooster et al, 2020). Although most limitations appeared to decrease over time, some had a permanent impact on the child's performance and well-being at school (Vanclooster et al, 2020).…”

“…and maturity, perseverance, pride, gratitude, and sense of justice as positive features (Vanclooster et al, 2020). Although most limitations appeared to decrease over time, some had a permanent impact on the child's performance and well-being at school (Vanclooster et al, 2020). Only one quantitative American study (n = 102 participants) compared the negative changes reported by parents (fatigue, physical limitations or neurological problems) against cancer type and found no differences (Hocking et al, 2018).…”

“…The children's social life changed after their return to the school environment, specifically in relation to building new relationships with peers (Vanclooster et al, 2020). Social stress, poor social skills and low self-esteem in school or a small social network (lack or less close friendships) were inhibiting factors reported by children, parents and teachers (Chen et al, 2015;Kieffer et al, 2012;McLoone et al, 2011McLoone et al, , 2013Vanclooster et al, 2019b;Yilmaz et al,2014).…”

“…Some children experienced rejection by peers at school and many reported feelings of loneliness and isolation (Choquette et al, 2016;Yi et al, 2016), and bullying (Park et al, 2018;Yi et al, 2016). Some of the reasons for possible discrimination included: peers resentment for the child receiving special treatment (Yi et al, 2016), beliefs that cancer was contagious (Rivero-Vergne et al, 2011), limited contact during treatment, misunderstanding of the disease (Choquette et al, 2016;Lee et al, 2020;Vanclooster et al, 2020) or appearance and physical limitations (Lee et al, 2020;Yi et al, 2016) and difficulties in following group rules or spoilt behaviours by the child with cancer (McLoone et al, 2013). Children were often worried about how others would perceive their adaptations and they wanted their peers to understand that support was justified (Pini et al, 2016).…”