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School functioning for the child with leukemia in continuous first remission: screening high-risk children
L Adamoli1, P Deasy-Spinetta, A Corbetta
1Department of Pediatrics, Hospital S. Gerardo, Monza, Italy.
Pediatric Hematology and Oncology
|March 1, 1997
Summary
Children with leukemia often face educational barriers. This study found consistent, year-over-year differences in learning, socialization, and emotionality for these students compared to peers, especially those irradiated or diagnosed under age six.
Area of Science:
- Pediatric Oncology
- Child Psychology
- Educational Psychology
Background:
- Cancer, particularly leukemia, presents known educational barriers for children.
- Understanding the specific school functioning patterns in leukemic children is crucial for targeted support.
Purpose of the Study:
- To establish a baseline of school functioning for children with leukemia.
- To identify children with leukemia experiencing significant academic or social difficulties.
Main Methods:
- Annual teacher questionnaires administered to 291 children with leukemia and matched controls (1988-1994).
- Comparison of school functioning across learning, socialization, and emotionality subareas.
- Statistical analyses including ANOVAs and t-tests.
Main Results:
- Children with leukemia, as a group, attended school regularly and willingly.
- Significant, consistent discrepancies were observed in overall school functioning, learning, socialization, and emotionality compared to controls.
- Children who received cranial irradiation and those diagnosed under age six showed the most pronounced difficulties.
Conclusions:
- While attending school regularly, children with leukemia exhibit distinct challenges in key developmental areas.
- Cranial irradiation and early age at diagnosis are significant risk factors for impaired school functioning in pediatric leukemia.
- These findings highlight the need for increased attention and preventive interventions for at-risk pediatric leukemia patients.