Students who have been diagnosed with cancer and who return to school more quickly are less likely to fall as far behind academically and are more likely to be reintegrated readily into the school social environment. For students to return to school successfully, a team of support may be required that should include school professionals. Traditionally, school professionals have received very little training on how to help students with cancer return to the school environment. Further, working with students diagnosed with cancer can be an intense emotional experience for school professionals. The present study explored the cognition, motivation, and emotion of school professionals working with students with cancer during the school re-entry process. Surveys were conducted before and after a workshop. Additionally, case studies were conducted to explore participants’ emotional experience as it related to helping students to return to and reintegrate into the classroom environment. Results of this study will be shared during this presentation.
Ruth Rechis, PhD
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