Evidence-Based Recommendations for School Integration Programs Following Cancer: A Systematic Review

Background A cancer diagnosis interrupts typical schooling for children with cancer, revoking an essential social health determinant for this vulnerable population. This makes school integration programs a critical component of care. Unfortunately, there is little evidence addressing how to improve school transitions. This systematic review aims to assess the impact of school integration programs on academic, psychosocial, and educational outcomes. Additionally, the review aims to inform best practice for facilitating successful school integration following diagnosis. Method A comprehensive literature search identified 12,184 articles, 15 of which were retained for this review. To be included, articles must have evaluated a school transition program for children (<21 years of age) diagnosed with cancer. Results Effective school integration programs were those that provided precision-based support from transdisciplinary teams and facilitated communication between the clinical, school, and family units. The use of school liaisons and integrating neuropsychologists into the oncology clinic were particularly impactful. Information-based programs and in-services did not yield significant improvements in outcomes. Discussion Evidence-based solutions to schooling after cancer include a diverse set of resources that match individual family needs, facilitate communication, and link families with existing educational supports. Use of transdisciplinary teams and precision care principles to link families to existing resources is effective.