I Could Have Used a Lot More Help than I Had: A Qualitative Systematic Review and Synthesis of Families' Experiences of Paediatric Brain Tumour and Schooling

Autor/inn/en	Young, Kate; Bowers, Alison; Prain, Karen; Bradford, Natalie
Titel	I Could Have Used a Lot More Help than I Had: A Qualitative Systematic Review and Synthesis of Families' Experiences of Paediatric Brain Tumour and Schooling
Quelle	In: British Journal of Educational Psychology, 92 (2022) 2Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Young, Kate) ORCID (Bowers, Alison) ORCID (Bradford, Natalie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12474
Schlagwörter	Pediatrics; Brain; Cancer; Family Attitudes; Clinical Diagnosis; Child Development; Barriers; Bullying; Academic Achievement; Friendship; Reentry Students; Social Emotional Learning; Evidence Based Practice; Faculty Development + Suchen Sie Ihr Suchwort? Klinische Sozialpädiatrie; Gehirn; Carcinoma; Karzinom; Krebs (med); Krebserkrankung; Kindesentwicklung; Mobbing; Schulleistung; Freundschaft; Zweiter Bildungsweg
Abstract	Background: Brain tumours are the most common and fatal of all solid tumours for children and adolescents. The effects of the tumour and treatment (chemotherapy, radiation, and/or surgery) results in significant disruptions to childhood development and large amounts of missed schooling. Among other challenges for families, this produces obstacles for children and adolescents to achieve and maintain academic performance and experience positive schooling encounters. Aims: We thus aimed to systematically identify and synthesize qualitative evidence on how families experience paediatric brain tumour from diagnosis and beyond with regards to their schooling and education to identify gaps in service delivery, research, and policy. Methods: A protocol for this review was registered with PROSPERO (ID: CRD42020177165). Searches were conducted in Medline, CINAHL, PsycInfo, Embase, and Web of Science, and yielded 22 eligible papers (representing 17 studies). Data were extracted into NVivo12 and analysed by qualitative description. Results: We formed the following domain summaries: academic (perceived failure to keep up with peers and finding success where one could, the importance of encouragement for diagnosed children), social (the importance of friendships and the harm of bullying), and support (the defining factor in overall return-to-school experience, often not enough received from educational professionals and clinicians). Our review highlights the need for more comprehensive, individualized, and integrated support for diagnosed children to return to educational institutions, and for the need to address their social experiences, particularly with regards to bullying, potentially through a school-wide social and emotional learning approach. Conclusion: Funding support, evidence-based guidelines, staff skill development, and clear communication structures across families, health care facilities, schools, and educational departments are essential to achieving this. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01