Continuity in Education最新文献

Children with pediatric chronic illnesses, including cancer and hematologic disorders, face psychosocial challenges that disrupt development, academic progress, and social functioning. While healthcare providers often connect families to supportive resources, comprehensive approaches to school-related needs remain limited. The Back-to-School Screening Program, a practice-based intervention evaluated using a descriptive mixed-methods design, was developed to systematically identify the educational needs of children with cancer and blood disorders at the start of the academic year. The evaluation combined quantitative data from psychosocial screening surveys and service utilization metrics with qualitative feedback from families and interdisciplinary staff. Launched during the COVID-19 pandemic, the program assessed available psychosocial resources, identified barriers to school participation, and facilitated communication between healthcare and educational systems. Between 2020 and 2024, 1,193 families were screened. Results showed measurable improvements in educational preparedness, family satisfaction, and cross-sector collaboration. Outcomes included increased access to educational materials and technology, enhanced family understanding of school supports, and strengthened coordination among healthcare, school, and community partners. Findings highlight the value of embedding educational screening within pediatric psychosocial care to prevent academic disruption and promote resilience. The Back-to-School Screening Program provides a replicable model for integrating educational advocacy into routine care, informing both practice and policy to support the long-term wellbeing of children with chronic illness.

Youth with mental health needs significant enough to warrant inpatient psychiatric hospitalization are on the rise. After inpatient hospitalization, youth transitioning back to their school of record need continued support to promote recovery. Little empirical work has been conducted to understand the educational experiences of youth hospitalized for mental health needs. Further, there is a need to document the services provided to youth upon discharge and return to their school of record. Thus, the purpose of this empirical study is to better understand the patient population (n = 264, mean age = 14.04 years old; 70.1% White, 73.2% female) of an acute behavioral health unit in a free-standing Midwestern children's hospital and the educational services (e.g., consultation, direct instruction, support for reentry, and educational advocacy services) provided by the Hospital-Based School program prior to, during, and post-hospitalization to those students. Significant differences in educational services were identified based on some student demographic characteristics such that older students were more likely to have a 504 plan at admission, and individuals with neurodevelopmental disorders, psychosis, and other mental disorders were found to be most likely to have special education services prior to admission. Implications for practice related to improved care coordination upon reentry between hospitals and schools and the role of schools in the provision of behavioral and mental health services, limitations of the current study, and directions for future research are discussed.

This paper presents a systematic literature review (SLR) on integration of robotics in hospitals and home-based educational settings. These schools provide essential educational environments that uphold children's right to education during prolonged illness. The review explores flexible didactic design, time adaptation, and personalized teaching approaches that are crucial in these contexts. It also examines how digital technologies-specifically coding and educational robotics-enhance pediatric educational experiences, reduce isolation, and improve psychological and social well-being. Coding promotes computational thinking and soft skills, while robotics fosters creativity and leadership, making hospital learning empowering and engaging. A comprehensive search, following the PRISMA framework, was conducted across Scopus, Web of Science, JSTOR, ERIC, and Google Scholar, to identify peer-reviewed studies published between 2010 and 2023. Inclusion criteria targeted studies on robotics in hospital or home education. Grey literature, non-peer-reviewed studies, and research unrelated to non-standard schooling contexts were excluded. Out of 1,500 articles, 30 met the inclusion criteria and were analyzed across four domains: research types and sample profiles, teaching methodologies, technological tools, and skill development. Findings showed that robotics supports educational continuity, fosters engagement, and develops critical skills such as problem-solving, creativity, and leadership. It also reduces social isolation and enhances emotional well-being through interactive, personalized learning. Despite promising results, however, gaps remain, particularly regarding adolescent needs and long-term impacts. This study offers a foundational synthesis for future research and practical applications, emphasizing robotics' transformative potential in inclusive, future-oriented learning for children in non-conventional settings. It deepens understanding of how robotics addresses educational challenges and provides a base for continued research.

Alexithymia, the difficulty in recognizing and expressing emotions, can create significant challenges for students, contributing to anxiety and stress that predict school-refusal behaviors. This study explored how alexithymia and school refusal behaviors impact high school students' academic performance (grade point average; GPA), considering how gender, school type, and academic major play a role. Utilizing snowball sampling, 265 students with a mean age of 16.41(SD = 1.7) participated in the study online, completing the Perth Alexithymia Questionnaire (PAQ) and the School Refusal Assessment Scale-Revised (SRAS-R). Through statistical analyses, including path analysis, quasi-Bayesian mediation, and Hayes moderation, we found that alexithymia and GPA were associated. Also, school refusal behaviors, like avoiding social interactions or seeking tangible rewards, did not mediate this relationship but school refusal due to avoiding negative emotions positively predicted GPA. Students in STEM (science, technology, engineering, math) fields, known for their rigorous and less emotive curricula, showed higher levels of alexithymia. In contrast, public school students were more likely to skip school for external rewards. Female students had lower alexithymia scores and higher GPAs than males. Path analysis, in turn, revealed that studying in gifted school and F2 (escaping evaluative situations) showed the largest effect sizes. School refusal findings highlight the importance of tailored interventions: public schools' high F4 needs mentorship, peer support, and extracurriculars to counter socioeconomic refusal drivers. Also, embedding emotional literacy workshops into the curriculum, offering flexible attendance options, and fostering supportive environments with peer mentoring or teacher check-ins can counteract emotional isolation and distress, proactively addressing alexithymia's roots and refusal triggers before they escalate.

Stresses related to illness, hospitalisation, and the disruption of educational activities and daily routines often have a negative impact on children, with panic situations or anxiety states being the most frequent manifestations. This study explores whether participation in routine hospital school activities is associated with short-term changes in children's resilience during hospitalisation. The present study aimed to examine the resilience dimensions upon entering and leaving the hospital school and to analyse whether the curriculum-based activities and other parameters related to disease and hospitalisation could influence children's resilience evolution. A prospective study was conducted with 52 children (31 girls and 21 boys) aged nine to 14 years, who attended the hospital school. The average attendance was one week. The School Resilience Scale for children, which includes five dimensions, was used at admission to the hospital school and before hospital discharge. An adapted visual Likert scale was repeatedly applied after school provision to assess children's satisfaction with the curriculum-based activities. Upon admission, the resilience percentile was 50.19, improving to 63.40 before discharge (p = 0.022). This improvement was higher in children who attended more than three days of school (p = 0.014). Enjoyment of activities (p = 0.029) and the perception that school lessons helped the children not to worry about illness (p = 0.045) were the only variables associated with the SRS improvement. The observed results suggest that educational activities provided in the hospital school during the evaluated period can positively enhance resilience in hospitalised children.

This practice-based intervention paper describes the design and implementation of a Community of Practice (CoP) intervention for hospital school professionals across three hospital sites in Saskatchewan, Canada. The intervention consisted of four structured sessions per academic year, two mandatory and two optional, offered during school division professional development days. Each session included facilitated dialogue, guest speakers, collaborative planning, and resource sharing tailored to the realities of hospital-based and inclusive education. Structured using Wenger's theory of social learning and reported following the GREET (Guideline for Reporting Evidence-based practice educational interventions and Teaching) framework, the CoP was conducted from September 2016 through June 2021. It involved elementary and secondary teachers from hospital schools, complex needs programs, mainstream schools, and student teachers, totaling between 7 and 11 participants annually. The intervention aimed to address the unique professional development needs of hospital teachers, mitigate professional isolation, enhance interdisciplinary collaboration, and support evidence-informed practices tailored to students aged 5-17 with complex medical and mental health needs. Data were collected through attendance records, facilitator notes, participant feedback, and reflective forms. Analysis employed a thematic approach using deductive alignment with predefined learning objectives and inductive methods to identify themes. Results indicated the CoP effectively fostered relational trust, professional renewal, adaptable resource co-creation, and sustained engagement despite systemic and bureaucratic constraints. Knowledge translation efforts included podcast interviews, conference presentations, and field trips to showcase and disseminate the CoP model. Recommendations include integrating robust evaluation frameworks at the intervention outset. This intervention provides valuable insights for replicating CoP models, the intervention, within similar interdisciplinary education-healthcare contexts.

Access to equitable education for children treated for cancer is of growing international concern across education, medicine, and related fields. Neurocognitive late effects of childhood cancer and treatment are well established. This impact on cognition results in difficulties with thinking, learning, peer-relationships, and quality of life. Formalized In-School Supports (ISS) can ameliorate the negative impacts of neurocognitive late effects, yet the literature suggests that children treated for cancer often have difficulty accessing these services. This paper reviews the ISS legislation of eight countries regarding protections offered to children treated for cancer and evidence of access to ISS within the literature. The purpose of this review was to look for common barriers for children treated with cancer accessing educational support through ISS. This review identifies gaps between ISS student-focused disability legislation, and practice to inform positive policy change.

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.