FACTORS THAT FACILITATE OR HINDER SCHOOL REINTEGRATION AMONG CHILDREN AND ADOLESCENTS FOLLOWING COMPLETION OF CANCER TREATMENT

Background: Returning to school after completing treatment for childhood cancer is a key milestone in the psychosocial recovery and successful reintegration of children and adolescents into everyday life. Although survival rates have improved considerably over recent decades, re-entering the school environment is often accompanied by physical, psychological, social, and educational challenges that may negatively affect school adjustment and overall quality of life.
Methods: This scoping review aims to map and synthesize the available scientific evidence regarding the factors that facilitate or hinder the return to school of children and adolescents following the completion of childhood cancer treatment. The review was conducted according to the methodological guidance of the Joanna Briggs Institute (JBI). A literature search was performed in PubMed, Scopus, Web of Science, PsycINFO, and Google Scholar databases. Research studies and literature reviews published between 2014 and 2026 involving children and adolescents aged 5–18 years were included. 
Results: A total of 197 records were identified through the electronic databases, of which 9 publications were finally included in the review. The findings indicate that successful school reintegration is promoted by effective collaboration among families, schools, and healthcare professionals, the continuation of educational activities during treatment, and participation in structured school reintegration and psychosocial support programs. In contrast, persistent physical and psychological effects of the disease and its treatment, social stigma, and organizational and family-related barriers appear to hinder a smooth transition back to school. 
Conclusions: Overall, the findings of this review contribute to a better understanding of the complex process of school reintegration following childhood cancer treatment. They also highlight the importance of interdisciplinary collaboration between healthcare professionals and educators and support the development of evidence-based interventions and educational policies aimed at promoting the successful academic and social reintegration of childhood cancer survivors.