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Educational Issues: The Impact of Cancer in the Classroom

  • Chapter
Pediatric Psychosocial Oncology: Textbook for Multidisciplinary Care

Abstract

Both during and after treatment, children with cancer can have specific educational needs, related to physical, social-emotional, and cognitive factors. While in treatment, the focus is often on ways to support a child’s ongoing attendance or involvement in school, whereas after treatment, there is an increased focus on management of specific learning or cognitive issues, which can be direct sequelae of treatment and may emerge over time. Children treated for cancer, particularly those with a central nervous system malignancy or those treated with cranial radiation, are at highest risk for educational difficulties. Families of survivors with educational problems are typically distressed by the particular pattern and timing of deficits, but they may have different needs about when and how to discuss those issues. In addition to supporting children and their families, clinicians also need to inform and educate school personnel. Teachers and school psychologists often have limited training or knowledge about educational issues specifically related to childhood cancer, and parents may not be aware of the school-based services or how to access them. According to federal law, children with a health issue that significantly impacts their success at school can be eligible for special education services, accommodations, and supports within the school. Intervention may include instructional approaches, cognitive remediation, psychopharmacological treatments, and ongoing advocacy. This chapter aims to provide background and guidance for clinicians working with children with cancer to help support their academic success and promote optimal educational outcomes during and after cancer treatment.

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Acknowledgments

The authors thank Megan Adriance for her collaboration in the development of a survey of school personnel related to neurocognitive late effects (NCLE). They also thank Michael Anderson for his input related to classroom dynamics.

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Authors and Affiliations

  1. Department of Psychiatry and Human Behavior, Rhode Island Hospital/The Warren Alpert Medical School of Brown University, 593 Eddy Street, Physician’s Office Building #430, Providence, RI, 02903, USA

    Christine L. Trask PhD, ABPP

  2. Department of Psychiatry and Human Behavior, School of Brown University, Providence, RI, 02903, USA

    Christine L. Trask PhD, ABPP

  3. Department of Psychology, Eastern Michigan University, 361F Science Complex, Ypsilanti, MI, 48197, USA

    Catherine C. Peterson PhD

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  1. Christine L. Trask PhD, ABPP
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Correspondence to Christine L. Trask PhD, ABPP .

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Editors and Affiliations

  1. Hemat. Oncol. Massachusetts General Hosp, Div. of Child & Adol. Psychiatry & Pedia, Boston, Massachusetts, USA

    Annah N. Abrams

  2. Dana-Farber Cancer Institute, Depart. of Psychosocial Oncol. & Palliat, Boston, Massachusetts, USA

    Anna C. Muriel

  3. National Cancer Instit. Center for Cance, Pediatric Oncology Branch , Bethesda, Maryland, USA

    Lori Wiener

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Trask, C.L., Peterson, C.C. (2016). Educational Issues: The Impact of Cancer in the Classroom. In: Abrams, A., Muriel, A., Wiener, L. (eds) Pediatric Psychosocial Oncology: Textbook for Multidisciplinary Care. Springer, Cham. https://doi.org/10.1007/978-3-319-21374-3_11

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