School re-entry for children and adolescents with cancer: A qualitative study from the perspectives of school personnel.
In interviews with 12 school personnel in Türkiye, the study identified academic, health, social, and emotional challenges during school re-entry after childhood cancer, alongside deficits in individualized planning, health information, role clarity, and school–health care coordination.
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In interviews with 12 school personnel in Türkiye, the study identified academic, health, social, and emotional challenges during school re-entry after childhood cancer, alongside deficits in individualized planning, health information, role clarity, and school–health care coordination.
Research significance
The study provides qualitative evidence of school-side coordination and support gaps; it is reasonable—but not tested here—to hypothesize that structured interdisciplinary re-entry programs involving pediatric oncology teams, families, and schools could improve educational continuity and psychosocial adjustment.
Source abstract
OBJECTIVE: School re-entry after a cancer-related interruption may involve academic, social, emotional, and health-related adjustment. Evidence from school personnel remains limited. This study explored school personnel's perspectives on school re-entry among children and adolescents undergoing or having completed childhood cancer treatment. METHODS: This qualitative descriptive study was conducted in Türkiye with 12 school personnel recruited through purposive maximum-variation and snowball sampling: eight teachers, two school administrators, one school counselor, and one school nurse. Data were collected through online semi-structured interviews between April 2025 and January 2026 and analyzed using a team-based inductive thematic analysis informed by Braun and Clarke's six phases. RESULTS: Three analytic domains encompassing eight themes were identified: academic and health-related adjustment; social and emotional reintegration; and school-side support needs and coordination gaps. Participants described school absence as involving academic disruption, weakened belonging, peer-related vulnerability, and a need for individualized adjustment. Support was often dependent on individual initiative, with limited school-useable health information, unclear role boundaries, and insufficient coordination. CONCLUSIONS: School personnel described school re-entry as a gradual, individualized process requiring coordinated communication, planning, and follow-up. The school-side needs identified may inform future interdisciplinary models linking children and families, schools, and health care teams. Pediatric oncology nurses may contribute to communication and planning; however, role-specific recommendations require direct investigation with nurses, children, and families.