Research project: Access to and experience of education for children and adolescents with cancer: a scoping review consultation exercise
Lead researcher: Prof Faith Gibson (pictured)
Institution: University of Surrey
Amount awarded: £9844.28
During a child’s treatment and beyond, education may be significantly disrupted. There may be long absences from school due to periods in hospital, or attending clinics. Going to school helps children and adolescents to feel normal and be more like their friends, and keeps them connected to their peer group. It provides structure and stability, when everything else is feeling very different.
Returning to school can therefore be a relief for many, a much-needed break and distraction. But for some, it can also create further worries, about things like fitting back in, looking different and being bullied, and not being able to catch up on lost schooling.
Continuing with learning, in some form, is the right of all children with cancer. Much literature exists on the subject and this study, funded by a CCLG late effects project grant, will look at some of that work, to see what suggestions there are that might be helpful to take forward, in terms of more research, or to share with those in practice.
The project undertakes a scoping review, taking a broad look at what’s been published for healthcare and educational staff to read. The results of this review are then shared with some of the professionals the papers were written for and, in this study’s case, also shared with children, adolescents and families.
Research Lead Faith Gibson explained how the project team views conversations with young people, parents, and health and education professionals - via a combination of meetings and individual interviews - as integral to making the most of their findings, by understanding what they mean to those involved.
Professor Gibson said: “Talking with children, adolescents, parents, and health/educational professionals about their experiences during and after treatment is a crucial step for our scoping review, and we are therefore overjoyed that CCLG has awarded us this funding to support our consultation exercise.
“We know that what is written in books and journals can miss out what works, when and how for children and adolescents who need easy access to enjoyable learning, during treatment and beyond.
“We hope to hear from as many viewpoints as possible through the use of both virtual and physical meetings.
“The provision of funds for interpreters will also help us reach individuals who may not usually take part in research.
“This will enrich the data and increase the relevance of our scoping review for both policy and practice.
“This is a great time to be investigating this important issue as we have seen some of the different ways that learning could be delivered to school-aged children during the COVID-19 pandemic.
We hope this study will help in improving provision and guidance so that all children and adolescents diagnosed with cancer have the opportunity to achieve their full potential.
