The Health and Education Leadership Project: A School Initiative for Children and Adolescents with Chronic Health Conditions

Abstract

An estimated 40% of children and adolescents with chronic health conditions such as cancer, diabetes, and hemophilia, experience school-related problems. Many children living with a chronic illness do not need or may not qualify for traditional special education programs, yet they may have unmet learning needs associated with chronic absenteeism, disease symptoms, or side effects of medical treatments. Using principles of family-centered schools, a coalition of schools, families, pediatricians, and nurses can work cooperatively to help students with chronic conditions succeed. This article describes the second phase of an ongoing initiative designed to support public schools in their efforts to meet the health and education needs of students with chronic health conditions.

Teacher knowledge of and confidence in meeting the needs of children with chronic medical conditions: Pediatric psychology's contribution to education

“…Results of this study imply that recommendations for improving academic training and meeting social needs will be welcomed by teachers. In addition, recommendations about ways to educate children who are frequently absent, to help children adhere to medical regimens, and to promote inclusion of the child in classroom activities may be particularly useful (Clay, 2004;Drotar et al, 2001;Power et al, 2003;Thies & McAllister, 2001). Clay (2004) provided examples for developing health care plans and accommodations for children with medical needs in his book entitled, Helping Schoolchildren with Chronic Health Conditions: A Practical Guide.…”

“…Chronic medical conditions are defined as those having debilitating symptoms, or those that last for more than 3 months a year (Thompson & Gustafson, 1996), and include developmental illnesses (e.g., cerebral palsy) and chronic diseases (e.g., diabetes). About 4.4 million children with chronic conditions face problems hindering their participation in school, and many of these children miss school frequently (Kaffenberger, 2006;Thies & McAllister, 2001). Many must also cope with social and academic challenges at school and thus may benefit from teacher assistance in improving their interpersonal functioning or academic performance (Mukherjee, Lightfoot, & Sloper, 2000;Power, DuPaul, Shapiro, & Kazak, 2003;Rehm, 2002).…”

School‐based tertiary and targeted interventions for students with chronic medical conditions: Examples from type 1 diabetes mellitus and epilepsy

“…As such, numerous children with chronic illness attend public schools. In fact, it is estimated that 15% of students encounter a significant illness before high school graduation; equally relevant, roughly 40% of students who are chronically ill will confront associated school problems (Thies & McAllister, 2001). For many of these children, school…”

Commentary on “Childhood Leukemia Survivors and Their Return to School: A Literature Review, Case Study, and Recommendations”

“…For instance, many school nurses may be unfamiliar with 504 plans and may never address these issues with other school professionals. Oftentimes, schools do not have systematic procedures for how to serve students with chronic illness; however, school nurses recognize that these students need more help than they alone can provide (Thies & McAllister, 2001). As a result, the school psychologist should meet with the school nurse at the beginning of the year to discuss their potential consultative role for students with chronic illness.…”