“She's got cancer in her head, and I don't mean the zodiac sign”:The narratives shared by preschool educators working with children whose siblings have cancer

Abstract

This study explores narratives in the discourse of preschool educators with children and parents coping with a child whose sibling has cancer. Using a qualitative phenomenological approach involving fifteen educators, three themes emerged, reflecting educators' perceptions of their coping in relation to children, parents, and the child's peers. The study expands knowledge on preschool teachers' encounters with children who have siblings with cancer and their families. Findings highlight the need to develop policies and provide preschool teachers with training, supervision, and support for effective communication with children and parents in crisis.