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I have a child with cancer in my class
I have a child with cancer in my class

I have a child with cancer in my class

When a child is diagnosed with cancer, it is not only a traumatic time for the teacher and the class, but it impacts the whole school and  community. Often there is ignorance and a misconception surrounding the illness. It is, therefore, important that educators understand  their own emotions and the nature of the illness to adequately support the child and family. Knowledge about cancer, what the school  should know during and after the treatment is important to best support the family.

Teachers play a crucial role in helping children diagnosed with cancer to maintain a sense of normalcy and belonging. It is an unknown  experience for most teachers to have a child diagnosed with cancer or a sibling of a child diagnosed with cancer in the class and special  skills are needed to navigate the journey. Initially teachers might not know how to explain the disease to the child’s classmates. However,  the information that teachers give to children should be positive and honest, without making promises. As cancer is a life-threatening  disease, it is not known whether the child will survive or not, so the message should always have a tone of hope and inspiration. For  example, “One of our friends is going through a sickness called cancer. This means their body is not feeling well, and they will need extra  care, rest, and help from doctors. Even though this is a tough time, we can be kind, supportive, and patient. Our friend can still smile,  laugh, and enjoy school with us. You will not get cancer by playing with or sitting next to your friend. Every day, the doctors, family, and we  as classmates can give hope and strength. Together, we can make sure our friend feels loved and not alone."

Cancer is a rare disease and diMicult to explain to children. This Knowledge Portal provides some examples on how to explain diMerent  cancers in a child-friendly way.

Remember, the child is not ”the cancer”. Teachers should reach out to professionals for help to communicate and navigate information  to the class.

HELPFUL INFORMATION FOR TEACHERS 

  • Use simple, clear language appropriate to the children’s ages rather than complex medical terms. For e.g. “Some cells in the  body are not working properly, they are growing too quickly and not obeying the rules, and that’s what we call cancer”, or “Cancer  is when some of the tiny building blocks in our bodies, called cells, start to grow in ways they shouldn’t, and that can cause  problems. Doctors are working hard to help people with cancer so they can get better.”
  • Be honest: it is better children hear something clearly rather than discovering partial information or hearing rumours. • Explain that the illness is not contagious, so classmates know they aren’t at risk by just being friends with, or in the same class as  the child with cancer.  
  • Let the children know that treatments may cause changes in the child like tiredness, hair loss or weight gain or loss and  encourage them to ask questions about what they see or notice. 
  • Encourage classmates to support the child with cancer by being inclusive and kind (e.g., “we missed you”, “it’s good you’re here”,  “how can we help?”) and by keeping normal interactions rather than avoiding them. 
  • Facilitate ongoing conversation: the first explanation is only a start. Children may have questions later or feel diMerently as things  change for the cancer child and the classmates become more aware of the reality of the disease and its ramifications. 
  • Focus on what is happening now, rather than what might happen in the future.  
  • Inform the school staM without sharing personal information. If needed, ask an expert (for e.g. the treating doctor or an informed  member of the childhood cancer foundation involved) help manage questions from the staM or the class. 

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When a child in your class has cancer, understanding both the medical side effects and the social–emotional impact can help you respond with  empathy and practical support. Treatment plans vary, but most children experience a combination of chemotherapy, radiation, surgery, or  immunotherapy, each with its own side effects.

The most common physical side e1ects of childhood cancer and its treatment

  • The most common side eZect is fatigue. Children may tire easily, need rest breaks, or have less stamina. 
  • Hair loss can aZect self-esteem; be sensitive to teasing and consider classroom discussions about empathy and diZerences. 
  • Weight changes due to steroids, nausea, or changes in appetite. 
  • Nausea and vomiting especially during or after chemotherapy. 
  • Because of low white blood cells, the child might need to avoid crowds or sick classmates due to an increased risk of infection. 
  • Low platelet counts may cause bruising or easy bleeding.  
  • Children and teenagers may experience pain or discomfort from treatments or procedures. 
  • Neuropathy (tingling, weakness in hands/feet) could aZect writing or mobility. 
  • Children and teenagers on cancer treatment may have trouble with memory, concentration, or processing speed due to cognitive changes.  Sometimes known as “chemo brain”.

The most common emotional side e1ects of childhood cancer and its treatment 

  • Children could experience anxiety or fear about treatments, hospital visits, or missing school. 
  • They feel isolated due to the absences from school or feeling “diZerent.” 
  • Steroids and stress can cause mood changes such as irritability or emotional ups and downs. 
  • Children and especially teenagers may experience low body image, especially with hair loss, physical changes, disabilities or scars. • Friendship struggles due to peers who may not know how to act or may avoid the child out of fear or misunderstanding. 

HELPFUL INFORMATION FOR TEACHERS 

  • Maintain normalcy and treat the child as normally as possible while being flexible. 
  • Communicate with parents and the healthcare team. Ask about what the child can and can’t do, and what support they might need.
  • Fatigue and absences may aZect participation and performance. Adjust expectations and focus on eZort, not only results. 
  • Allow rest breaks, late assignments, or shortened school days; however, be aware of behavioural changes that may cause long-term  challenges. 
  • Encourage inclusion and help classmates to understand the illness. Use simple language and remain positive without making promises that  you cannot keep.  
  • Create a buddy system by pairing the child with a supportive peer to help them stay connected and share classroom notes – especially for  the teenagers. 
  • When the child is absent, keep them connected through video messages, cards with messages of hope, sharing artwork, a class journal or  digital updates, use online learning tools or recorded lessons when possible. 
  • When the child returns to school after absences, it is important to prepare the class honestly before the child returns (hair loss, physical  changes, etc.), encourage classmates to ask respectful questions and reinforce kindness and understanding. 

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When a child is diagnosed with cancer, it is not only a traumatic time for the teacher and the class, but it impacts the whole school and  community. Often there is ignorance and a misconception surrounding the illness. It is, therefore, important that educators understand  their own emotions and the nature of the illness to adequately support the child and family. Knowledge about cancer, what the school  should know during and after the treatment is important to best support the family.

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