Return‐to‐School Experiences of Adolescents After Allogeneic Hematopoietic Cell Transplant: A Qualitative Interview Study of Transplant Recipients

Abstract

BackgroundReturning to school after allogeneic hematopoietic cell transplant (HCT) can improve quality of life and promote positive adjustment. However, this process may be challenging, and there is a limited understanding of school‐aged children and adolescents’ perspectives on this process.MethodsWe conducted semi‐structured interviews over video with pediatric recipients of HCT (10–18 years of age at HCT; 1–7 years post HCT) who were treated at our institution and had returned to in‐person school post HCT. We performed a thematic network analysis focused on exploring salient challenges regarding the return‐to‐school process post HCT and potential areas for improvement.ResultsWe interviewed 16 participants (mean age 13.8 years at HCT). Four themes emerged: (i) challenges of returning to school, (ii) keys for a successful return‐to‐school experience, (iii) overall perceptions of the process, and (iv) recommendations for improvement. HCT recipients described several social/emotional, physical, and academic challenges while returning to school and cited strong sources of support as critical to a successful transition. Recommendations for a better transition process included the following: (a) fostering peer support, (b) establishing social connections, (c) providing mental health support, (d) identifying a go‐to point of contact for issues, and (e) maintaining academic support.ConclusionsOur findings highlight perspectives from school‐aged recipients of HCT regarding gaps in support and areas for improvement to facilitate successful return to school after HCT. Additional assistance throughout the process may optimize academic and social reintegration and support recovery after HCT.