Difficulties in learning among childhood cancer survivors from hospitalization to school readmission

Abstract

The purpose of this study was to identify the difficulties that childhood cancer survivors face in their school life and the corresponding late physical and/or psychosocial effects, thus promoting an understanding of the support these children may require. An anonymous questionnaire on learning status, difficulties, and support after returning to school was conducted; 16 children provided valid responses, which were analyzed. The median age at diagnosis was 11.5 (8–17) years. Eleven children were transferred to hospital schools. The median daily study time per hospital stay was three hours. After discharge, the median time of nine children spent at home was two (1.5–3) months. After school reentry, 10 children experienced cognitive difficulties, including poor learning outcomes or deterioration of grades caused by the loss of concentration and/or memory. Seven of those affected began to experience such learning difficulties within one year after returning to school, whereas for three students, the difficulties began one to two years later. Only one child talked to a teacher, and six could not resolve their problems. During gymnastics classes, nine children (56.3%) could not participate in exercises. The nonparticipation problem occurred more than six years after school reentry for three children. To tackle survivors’ problems reasonably, building a support system that ensures the availability of teachers for consultation is imperative so that children can discuss their difficulties as needed. Cooperation and follow-up care from medical, community health, and special needs educational institutions are also necessary.