Continuity in Education最新文献

Haemophilia, like many other chronic rare diseases, causes limitations to daily activities, stunting the growth and impairing the quality of life as well as the psychosocial functioning and education of those affected. However, these consequences are distributed differently among those affected depending on the available contextual resources. The aim of this study was to analyse the variables associated with the academic functioning and quality of life of a group of 57 Mexican adolescents ( $\overline{x}$ = 14,16 years old; SD = 1,91) suffering from haemophilia, in order to identify specific protective factors. Two tools were employed, an ad hoc questionnaire to collect general data and the Paediatric Quality of Life Questionnaire (PedsQL). The participants reported repercussions such as pain (75.4%), having difficulties walking (19.3%) and building relationships with other adolescents (17.5%), missed school days (78.9%), and/or having trouble keeping up with academic activities (38.6%). Adolescents with Type A Haemophilia displayed higher levels on the scales investigating social relations (t = 2,356; p < 0,05; δ = 1,44), academic functioning (t = 3,713; p < 0,01; δ = 2,27), psychosocial health (t = 2,561; p < 0,05; δ = 1,56), and total health-related quality of life (HRQoL) (t = 2,467; p < 0,05; δ = 1,49) than their peers with Type B. The results indicate that haemophilia has an impact on the adolescents' global development and their academic performance; however, this impact is reduced by the presence of some of contextual variables/resources.

Prolonged school absences among children and young people hospitalized due to medical or mental health conditions can significantly disrupt their social and academic development. This study addresses the critical process of reintegrating these learners into their school environments and develops a comprehensive, consensus-based model to facilitate successful school reentry. Utilizing the Delphi method, the research collected insights from 56 experts across 18 countries, representing education, healthcare, and academia, over three rounds of consultation between 2022 and 2024. The findings identify key temporal phases and actions crucial for planning and executing reentry strategies. The resulting models (one for physical health conditions and another for mental health conditions) offer structured guidance, emphasizing multidisciplinary collaboration, context-specific adaptations, and the active participation of the students in the process. The study underscores the need for tailored interventions that address the unique challenges faced by each learner, emphasizing the importance of integrating educational, healthcare, and social support systems with the local culture and values of children and their families to foster resilience and successful reintegration.

Background: Schools have a statutory duty to support pupils with medical conditions in England, but limited evidence exists on how support is managed in practice. This study explores young people's, caregivers', and school staff's experiences of access to health and wellbeing support in state secondary schools for pupils with chronic health conditions.

Method: We used an online qualitative survey design: one for young people or caregivers, and one for staff. Data was analysed using framework analysis, applying candidacy theory.

Results: Twelve young people, 33 caregivers, and 18 secondary school staff responded to the survey. Participants described highly varied offers of health and wellbeing support, with caregivers and young people often unaware of what support schools could feasibly provide. Participants highlighted communication gaps and a lack of collaborative work between primary or secondary healthcare and schools. Many caregivers and young people reported that staff had insufficient understanding of their condition(s), had not trusted or believed them when they had explained their health needs, or had left them out of conversations about support. School staff also noted communication difficulties with caregivers. Many caregivers and staff described aspects of the secondary school setting that prohibited inclusivity including insufficient staff time, high pupil numbers, a focus on national attainment measures, and attendance targets.

Conclusion: The support options that young people with chronic conditions can feasibly be offered should be clarified in government guidance. Further research is needed on the prevalence/utility of individual healthcare plans and on procedures to ensure that pupils with medical conditions are justly supported.

Hospital teachers face unique challenges and require specific skills to cope with the demands of teaching within a hospital setting effectively. Additionally, the quality of education in hospital schools (HS) may be affected by factors such as resource availability and coordination with other professionals. This initial study examined the factors influencing education in HSs for hospitalised children with physical health conditions. Teachers from the eight HSs in Catalonia (N = 16) responded to an online questionnaire developed based on a scoping literature review that identified factors reported to influence education in HSs. Employing a mixed-method convergent parallel design, quantitative data from closed-ended questions and qualitative data from comments were analysed in parallel. Results showed that hospital teachers face challenges such as adapting to diverse educational stages and subjects, selecting teaching methods tailored to students' individual needs, and coordinating with various professionals on a case-by-case basis. They often lack sufficient budgets, consistent access to resources, and opportunities for professional training. Participants' views on the skills required by hospital teachers align closely with literature findings, as does their perception of the emotional impact of working in a HS. Understanding the unique context of HSs is crucial for stakeholders and policymakers to ensure inclusive and equitable quality education for all.

Innovations in medicine have allowed children with cancer to attend school more frequently by increasing survival rates and improving access to outpatient therapies. Children with cancer still miss a significant proportion of school attendance and participation during treatment, thereby disrupting their educational experiences. "Monkey in My Chair" is a program in the United States that connects ill children with their schoolmates during illness-related absences to support their social relationships and eventual school re-entry into the school environment. However, little is known about how this program is perceived and experienced by participating schoolteachers. Therefore, the purpose of this study was to understand teacher perceptions of the Monkey in My Chair program. One hundred and one teachers who participated in the program between 2012 and 2022 completed an electronic survey about their experiences. Overall, participants reported satisfaction with the program and indicated they would recommend it to other teachers. Most preferred and utilized components were the stuffed animal monkey and the perceived sense of connection it created among students. Participants suggested several areas in which the program can be improved, such as requesting more digital program components, expanding beyond the scope of oncology diagnoses, creating more developmentally appropriate materials, and including an instructional video. Future research is needed to understand all stakeholder experiences, including those of children with cancer and their classmates, to continue to evaluate and improve the Monkey in My Chair program.

The experience of living with a chronic condition (CC) impacts adolescents' psychological and social adjustment and overall functioning. Considering the increased risk of psychosocial challenges among adolescents with CC, this study aimed to enhance our understanding of the psychological and social factors that impact their quality of life. It also compared the psychological and social variables among (a) adolescents with and without CC and (b) adolescents with CC who are and who are not victims of bullying. The results demonstrated that adolescents with CC showed more psychosocial difficulties than their peers, as they more frequently reported involvement in situations of violence, and demonstrated more difficulties at a psychological and emotional level. Further, being victims of bullying increased the psychosocial vulnerabilities of these adolescents. A better quality of life was associated with the following psychosocial factors: not being a victim of bullying or cyberbullying, having less anxiety and fewer depressive symptoms, liking school, receiving more support from family and friends, having better relationships with peers, and having fewer physical and psychological symptoms. These findings are significant for helping schools develop tools and strategies to address violence and support students with CC, who are at a higher risk of being involved in such situations and require a targeted response.

Students with Long-Term Conditions (LTCs) experience prolonged absences that can impact their school connectedness and belonging. Inclusive education policies in New Zealand advocate for equitable learning opportunities for students with disabilities. Students with LTCs are included under this purview, but responses to their unique learning and connectedness needs are not well articulated. Literature suggests the potential of technology to enable virtual connections to keep these students' continued presence and engagement in class (i.e., sustainable connections). Studies internationally and in New Zealand, argue that virtual connections with schools can enhance educational opportunities and a sense of belonging for students with LTCs. However, limited research is available on developing and nurturing such ongoing connections with schools. This article reports on a qualitative study investigating New Zealand stakeholder perspectives on the facilitators of virtual connection with schools for students with LTCs. Findings from a thematic analysis of 18 individual interviews with stakeholders highlighted six facilitators for virtually connecting these students with schools, indicating the need for a flexible approach tailored to students' needs, strong support systems and purposeful, safe and inclusive connection opportunities. The stakeholders indicated these facilitators as essential for the virtual school connections to be sustainable and enhance students with LTCs' presence, belonging and social connection in schools.

Lessons conducted in hospitals ensure school continuity for hospitalized children unable to attend regular school. Hospital-based school (HS) provides a tailored experience that ensures normality for children through education. The objective of this study is to evaluate the effects of the proposed lessons in reducing negative emotions, distress, and pain in children, as well as fostering positive affects. The study was conducted with 32 hospitalized children, aged 8-12 years, in the Onco-Hematology and Pediatric Unit of Meyer Children's Hospital IRCCS (Florence, Italy). Positive and negative emotions were measured using the Positive and Negative Affect Scale for Children; distress was measured using the Physiological Hyperarousal for Children; pain was measured using the Visual Analogue Scale for children. Variables were assessed before (T0) and after (T1) lessons, for three times; for each variable, collected data were averaged at both T0 and T1. Statistical analyses showed a significant increase in positive emotions in hospitalized children and a significant decrease in negative emotions, distress, and pain; nevertheless, only for pain the significant correlation between its scores before and after the HS lessons indicated that the detected change occurred for all participants in much the same way. These preliminary results suggest that HS lessons can promote hospitalized children's well-being, at least as far as pain reduction is concerned.

Despite high survival rates for many adolescent or young adult (AYA) cancer diagnoses, the psychosocial, academic, and vocational repercussions for survivors are profound and enduring. Hospital systems are able to address many AYA needs, but the ability to provide the human connectedness and knowledge that drive long-term school and career planning is lacking. This study assessed a group of AYAs who have or had cancer (n = 108, 54% female, 71% white, mean age 20.6 ± 4.4) to determine the school, career, medical, emotional, and psychosocial needs that are not currently being met by hospital staff and support networks. We identified the most common unmet needs of AYAs, differences between needs of AYAs in active treatment and survivorship, and the role of a career-focused mentoring program developed by the nonprofit organization Connecting Champions (CC) to address the array of unmet AYA needs. We found that the most commonly reported needs were all related to career and school, and that the top needs did not differ significantly throughout the cancer journey. These findings suggest that career and school-based needs are a high priority for AYAs, yet social isolation can make the necessary people or resources inaccessible. The CC mentoring program was reported as effective in attending to unmet needs (with an average score of 95.1/100) and can be a valuable resource for hospital systems, nonprofit organizations, and health insurers to provide personalized, career-focused support to AYAs during cancer treatment and survivorship.