ArticleJournal of cancer education : the official journal of the American Association for Cancer Education2026
Informing Cancer Education and School Reintegration After Childhood Cancer: Metacognitive, Psychosocial, and School-Participation Indicators.
Article in Journal of cancer education : the official journal of the American Association for Cancer Education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Children and adolescents with a history of childhood cancer may experience psychosocial, cognitive, and school-related difficulties, yet survivorship education and follow-up need to reflect heterogeneous needs rather than assume uniform impairment. This cross-sectional case-comparison study compared shared psychosocial and metacognitive outcomes in 61 participants with a history of childhood cancer and 57 age-aligned typically developing peers aged 8-17 years, and examined trauma-related symptoms and school-related burden within the cancer-history group. Shared Strengths and Difficulties Questionnaire outcomes and harmonized Metacognitions Questionnaire-derived outcomes were analyzed using Welch tests, Hedges' g, and false-discovery-rate correction. Within the cancer-history group, correlations and theory-driven regression models examined metacognitive correlates of psychosocial, trauma-related, and school-impact outcomes. The analyses provided no evidence of statistically reliable between-group differences after correction, although the modest sample means that small group differences cannot be excluded. Within the cancer-history group, low cognitive confidence in memory was strongly associated with hyperactivity/inattention and total difficulties, and negative beliefs about worry were the clearest unique statistical correlate of trauma-related symptoms. School-related burden was common, with 60.7% endorsing at least one school-impact item, but this prevalence should be interpreted cautiously because comparable school-impact data were not collected from peers. The findings inform cancer education by identifying targets for survivorship psychoeducation, family-school-health-care communication, and school reintegration support: perceived cognitive competence, worry-related beliefs, and school participation.
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