Running Head: SCHOOL REENTRY

School Reentry 1

Running head: SCHOOL REENTRY

School Reentry for Children and Adolescents with Cancer:

A Role for Professional School Counselors

Barbara J. Hammond

George Mason University School Reentry 2

Abstract

Due to medical advances children and adolescents with cancer are returning to school in greater numbers. Professional school counselors are in a position to play an important role in the school reentry process for these students. The barriers children and adolescents face as they make the transition back to school will be described in this paper. Ways in which school counselors can facilitate a successful transition will also be offered. Supporting article and presentation handouts are included in the appendix section. School Reentry 3

School Reentry for Children and Adolescents with Cancer:

A Role for Professional School Counselors

The prognosis for children and adolescents diagnosed with cancer has changed dramatically over the last 40 years from almost certain death to likely long-term survival

(American Cancer Society, 1997). Medical teams, school personnel, and families are concerned with how to help children make the transition from the hospital back to the school (Armstrong &

Horn, 1995). Making a successful transition back to school is associated with more positive long- term outcomes for children (Prevatt, Heffer, & Lowe, 2000). The purpose of this article is to identify the challenges and barriers to school reentry and suggest the role professional school counselors can play in the process.

A Changing Future

With the cure rate averaging 70% for all childhood cancers, and some forms of childhood cancer achieving even higher rates, more and more children and adolescents can expect to live full and productive lives (American Cancer Society, 1997; Stehbens, 1988). The result is that medical and helping professional have shifted their efforts from helping families grieve the loss of their children to helping children and families cope with the diagnosis, treatment, aftercare, school reentry, and survivorship phases of the disease.

School Reentry

The process of helping children make the transition back to school is called school reintegration or school reentry (Sexson & Madan-Swain, 1993). Successful school reintegration, or reentry, is associated with a return to normalcy and more positive long-term outcomes for children (Prevatt, et al., 2000; Thompson & Gustafson, 1996). School reintegration is complex School Reentry 4 and must be tailored to the individual needs of the child and the family, as well as the particulars of the child’s illness (Davis, 2004).

School communities are often unable to meet the individual needs of chronically students and facilitate school reentry. School policies, such as attendance and homebound instruction, are inflexible and serve as a barrier to successful school reentry (Gaynon, 1993). School personnel often feel unprepared to meet the individual needs of these students, lacking information and resources concerning the disease, or an understanding of the individual needs of the children and their families (Prevatt et al., 2000).

Models for Successful School Reintegration

A considerable amount of research has been conducted, and literature published, concerning recommended strategies for helping children make the transition back to school.

According to Prevatt et al. (2000), “there are many more articles that suggest components of school reintegration programs than there are actual programs” (pp. 447-448). Model comprehensive school reentry programs have six features in common (Armstrong & Horn, 1995;

Prevatt et al., 2000). Model programs identify a coordinator of services, provide direct services to the child, consult with the family, educate school personnel, provide information to classmates, and involve the medical team.

Professional school counselors by virtue of their training, skills, and leadership role in the school are ideally suited to facilitate school reentry for children with chronic illness, and support the sick child’s siblings and family (Johnson, 1997). The school counselor can offer direct services to the sick child and family, facilitate communication among school, home and medical team, educate school personnel and peers, and access additional resources, to support the sick child (Prevatt et al., 2000, Kaffenberger, 2004). School Reentry 5

References

American Cancer Society. (1997). Facts and figures. Atlanta, GA: Author.

Armstrong, F. D., & Horn, M. (1995). Educational issues in childhood cancer. School

Psychology Quarterly, 104, 292-304.

Davis, D. (2004) School re-entry programs. Retrieved August 21, 2004, from

http://www.brookshealth.org/other/school.asp

Gaynon, S. S. (1993). The school’s contribution to the quality of life of long term cancer

survivors. Dissertation Abstracts International, 55, 02A. (UMI No. 0315947)

Johnson, L . S. (1997). Developmental strategies for counseling the child whose parent or

sibling has cancer [Electronic version]. Journal of Counseling & Development, 75(6),

417-427.

Kaffenberger, C. (2004, November). School reintegration for students living with cancer.

Paper presented at Annual Conference for Virginia Counselors Association, Roanoke,

Prevatt, F. F., Heffer, R. W., & Lowe, P. A. (2000). A review of school reintegration

programs for children with cancer. Journal of School Psychology, 38(5), 447-467.

Sexson, S. B., & Madan-Swain, A. (1993). School reentry for the child with chronic

illness. Journal of Learning Disabilities, 26 (2), 115-125.

Stehbens, J. A. (1988). Childhood cancer. In D. K. Routh (Ed.), Handbook of pediatric

psychology (pp. 35-98). New York: The Guilford Press.

Thompson, R. J., & Gustafson, K. E. (1996). Adaptation to chronic childhood illness.

Washington, DC: American Psychological Association. School Reentry 6

Appendix A School Reentry 7

Appendix B