Supporting teenage students with cancer

Supporting teenage students with cancer

Having cancer often interrupts the normal developmental process a teenager goes through as they become independent from their parents and other adults.

Key points to remember

  • cancer and treatment may limit the number of activities a teenager can do
  • teasing or rejection by peers can result in the teen withdrawing from extracurricular activities, or even from school
  • open communication can help with many issues
  • it is important for teenagers with cancer to work on positive thinking skills and short-term goal setting
  • your student's health school teacher will help your teenage student to reintegrate with your school

2 teenagers writing

Challenges heading back to school

This is part of a whole section on education when a child has cancer for teachers. We also have a section for parents.

Returning to school is usually a very positive experience for young people who have a cancer diagnosis. It is often a time of personal growth and an opportunity to carry on with life outside of the hospital and cancer treatment.

However, it is important to think about some of the challenges that your teenage student may face returning to school while managing their illness.

It is a good idea to check in with your student before they return to school and talk with them about any worries or concerns they might have. Remember that every teenager is different and there is 'no one size fits all' for the best way to return to school.

Searching for independence

Having cancer often interrupts the normal developmental process a teenager goes through as they become independent from their parents and other adults.

Cancer and treatment can also limit the number of activities a teenager can do. This can mean parents and others end up caring for their teenager like a younger child.

Parents, teachers and other adults may find that they want to keep the teenager close to keep them safe and well. This can be frustrating for teenagers who want more independence. If you sense your teenage student is frustrated, it is important to talk to them about it. Otherwise, well-meaning extra attention may make the situation worse.

Counselling by trained professionals, for both teenagers and their parents and caregivers, can help open up lines of communication. It can also help your teenage student to develop strategies that allow them to safely exercise more freedom of choice in school and home life.

Feeling isolated

At a time when self-identity and peer relationships are hugely important, other students can quickly classify a teenager with cancer as 'different'. This can be due to both the illness and the resulting physical changes from treatment.

Physical limitations and/or anxiety can interfere with taking part in sport and school activities. This can leave your student with cancer feeling isolated. Teasing or rejection by peers can result in your teenage student withdrawing from extracurricular activities, or even from school. You can help by encouraging them to participate in social activities that encourage peer acceptance. It's also important to keep alert for signs of conflict.

You can also talk to your student's family/whānau about getting in touch with CanTeen. CanTeen is an organisation that is there for 13-24-year-olds living with cancer, whether they are dealing with their own cancer or that of a sibling or parent.

Encourage your student to work on positive thinking skills and short-term goal setting. It is a good idea to involve school guidance counsellors from the very beginning. It is also important for someone from the school to check in with the teenager regularly to see how the transition is going for them.

Tailoring support

"I was also told by my teachers that I did not have to attempt every standard and only do what I needed to pass which was really good, as I didn't need to stress about not having enough time, dealing with chemo brain etc." Teri.

It is important to think about your student's personality and preferences before helping them to fit back into school and social environments. For instance, teenagers who were shy before diagnosis will have different needs and tendencies than teenagers who enjoy large social networks.

Talk to your student and their family/whānau about their social needs and expectations and the level of support that they are comfortable with.

It's a good idea to work with your teenage student to identify in or out of school activities or social networks to build confidence. Goal setting may be a useful tool to help plan their next steps.

Navigating the school environment

The size and complexity of your secondary school can have an impact on your student's return to school. Secondary students deal with many teachers and different students and classes. While immediate classmates may be understanding and supportive, other students may not know about your student's illness or treatment.

Having one or two friends who are well informed and close to your teenage student will help them to feel supported and included, even if other young people are not aware of their circumstances.

Large classes and having different teachers can make it difficult to maintain good contact while your student is away. Having a single contact person in the school can help to improve communication. They can be responsible for communicating to all relevant staff.

Secondary schools can be large and spread out which can be difficult if your student has physical problems or suffers from fatigue. If appropriate, you can help by letting your student leave class early. This will give them more time to get to their next lesson and help them avoid the rush of other students.

Flexibility with school rules

Talk to your student about whether any school rules will make life challenging for them. Simple things like uniform rules may need rethinking so that a student who has lost their hair can wear a cap or scarf.

Communication

"There was good communication between the Southern Health School and my school so everyone knew where I was at with my work, and were able to support me as much as needed." Teri.

Good, open communication can help prevent further challenges for your student.

Early in your student's cancer treatment, identify a single school staff member to act as the key contact. This will help create open communication channels. This could be you, the principal, their syndicate leader or their favourite teacher. This staff member can be responsible for liaising with your student's parents and for sharing information with all the teachers involved with your student as appropriate.

It is important for parents and school representatives to communicate regularly. This is especially true at the beginning of terms and when your student's medical condition changes. These changes could be due to complications from treatment, relapse, or another illness.

Aim to have more than one person at the school they can talk to if they have concerns.

How the health school can help

A health school teacher will liaise with your school about your student's return to your school. They can organise a meeting with key staff at the school to discuss things such as whether your student will need to begin part-time, how their timetable might look, and what support the school might put in place. If your school has concerns about the student's health needs the health school teacher can arrange for someone to offer advice.

Derived grades and Special Assessment Considerations

If your teenage student is too sick to sit exams, or if treatment has had a major effect on their performance in an external assessment, they can apply to the New Zealand Qualifications Authority (NZQA) for a derived grade. A derived grade is based solely on your student's pre-existing results record held by your school.

Visit the NZQA website to find out more about derived grades.

They may also be able to apply for Special Assessment Considerations (SAC). Special Assessment Conditions provide extra help for approved students when they are being assessed for their NCEA to give them a fair opportunity to achieve credits. The support is used for internal standards and external (exams) standards. Examples of SAC include the student being able to have a reader or writer, use a computer, have rest breaks or have enlarged papers.

Find out more about Special Assessment Considerations on the New Zealand Qualifications Authority website.

The pages in the childhood cancer and education section of this website have been developed in collaboration with the National Child Cancer Network (NZ), and the Ministry of Education. Content has been approved by the National Child Cancer Network (NZ).

This page last reviewed 20 August 2018.
Email us your feedback


On this page