Korean parents’ perceptions of the challenges and needs on school re-entry during or after childhood and adolescent cancer: a multi-institutional survey by Korean Society of Pediatric Hematology and Oncology

• Published in: Clinical and experimental pediatrics Vol. 63; no. 4; pp. 141 - 145
• Main Authors: Lee, Jun Ah, Lee, Jae Min, Park, Hyeon Jin, Park, Meerim, Park, Byung Kiu, Ju, Hee Young, Kim, Ji Yoon, Park, Sang Kyu, Lee, Young Ho, Shim, Ye Jee, Kim, Heung Sik, Park, Kyung Duk, Lim, Yeon-Jung, Chueh, Hee Won, Park, Ji Kyoung, Kim, Soon Ki, Choi, Hyoung Soo, Ahn, Hyo Seop, Hah, Jeong Ok, Kang, Hyoung Jin, Shin, Hee Young, Lee, Mee Jeong
• Format: Journal Article
• Language: English
• Published: Korea (South) Clinical and Experimental Pediatics / Korean Pediatric Society 01.04.2020; Korean Pediatric Society; The Korean Pediatric Society; 대한소아청소년과학회
• Subjects: Academic achievement; Cancer therapies; childhood cancer; Children & youth; Communication; Education; Hematology; Hospitals; Original; parents; Parents & parenting; Pediatrics; Peers; Perceptions; Quality of life; school re-entry; Schools; Society; Teachers; Teenagers; 소아과학; School re-entry; Parents; Childhood cancer
• ISSN: 2713-4148; 2713-4148
• DOI: 10.3345/kjp.2019.00696

Background: For children and adolescents with cancer, going back to school is a key milestone in returning to “normal life.”Purpose: To identify the support vital for a successful transition, we evaluated the parents’ needs and the challenges they face when their children return to school.Methods: This multi-institutional study was conducted by the Korean Society of Pediatric Hematology and Oncology. The written survey comprised 24 questions and was completed by 210 parents without an interviewer.Results: Most parents (165 of 206) reported that their children experienced difficulties with physical status (n=60), peer relationships (n=30), academic performance (n=27), emotional/behavioral issues (n=11), and relationships with teachers (n=4) on reentering school. Parents wanted to be kept informed about and remain involved in their children’s school lives and reported good parent-teacher communication (88 of 209, 42.1%). Parents reported that 83.1% and 44.9% of teachers and peers, respectively, displayed an adequate understanding of their children’s condition. Most parents (197 of 208) answered that a special program is necessary to facilitate return to school after cancer therapy that offers emotional support (n=85), facilitates social adaptation (n=61), and provides tutoring to accelerate catch up (n=56), and continued health care by hospital outreach and school personnel (n=50).Conclusion: In addition to scholastic aptitude-oriented programs, emotional and psychosocial support is necessary for a successful return to school. Pediatric oncologists should actively improve oncology practices to better integrate individualized school plans and educate peers and teachers to improve health literacy to aid them in understanding the needs of children with cancer.