Strategies used by teachers to prevent school dropout among children with cancer: an integrative review
DOI:
https://doi.org/10.1590/S1678-4634202652289143porAbstract
Childhood cancer is a health problem that entails physical, mental, social, and educational consequences for the child and their family, potentially jeopardizing the continuation of their studies. Teachers are essential for maintaining a welcoming school environment, and their actions allow for adaptation to the new reality and prevention of school dropout. This study aims to describe the strategies used by teachers in preventing school dropout among children with cancer. This is an integrative review, guided by six methodological stages, conducted from January to May 2024, in the LILACS, MEDLINE, BDENF, Web of Science, Scopus, and PubMed databases, with studies available in open access and published between 2007 and 2024. The search findings were analyzed in pairs and blindly through a data reduction process, and the final sample (n=5) was evaluated according to the national guidelines for the development of the School Health Program. Teachers can prevent school dropout through measures based on supporting the social network, communicating with and engaging parents, the school community, and healthcare professionals, as well as adapting the reality and learning environment to provide enriching experiences for children. It is understood that actions related to bringing educators, the school community, parents, and society closer to the health situation of children with cancer allow for the amplification of intervention possibilities and better opportunities for the inclusion of children with cancer in school.
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