Schooling of Students with Cancer and the Role of Teachers: an Exploratory Study in French-Speaking Switzerland

Although rare, a diagnosis of a childhood cancer often has a major impact not only on the sick child, his or her family, and friends but also on his or her school environment. Absenteeism secondary to treatment, side effects, and the various cognitive problems that the disease can cause may lead to school dropouts. However, reintegration into a life that is as normal as possible is desirable and contributes to the child's emotional stability. It requires the collaboration of many people, including teachers, who play an essential role in this path back to normality. Various studies have shown that the teachers who were best informed about childhood cancer were also those who would best consider the needs of the sick pupil and who would make appropriate school arrangements. In our article, we present the results of an exploratory study that was conducted in the French-speaking part of Switzerland among teachers working in regular schools and by means of a non-standardized questionnaire posted in professional networks. The aim of this research was to establish an initial overview by asking them about the adaptive measures put in place for their pupil, the collaborations within and outside the school, the management of the class, the difficulties experienced, and their needs.