Chronic+or+critical+illness

Maintaining connection with students who are absent from school because of illness or hospitalisation
Students who experience extended illness or hospitalisation may lose academic ground, but this can be made up with the benefit of extra tuition. They can also experience deep loneliness, isolation, depression and loss of self-esteem, all of which can last for a very long time even after the student returns to school and affect the student's ability to form and maintain peer friendships (see, for example, Bessell (2001) or Dockett (2004) for an Austalian perspective).

Recent studies (see, for example, Fels, Shrimpton and Robertson (nd post-2001), Wilkie and Jones (2008) and (2010), attached) have focused on the fact that maintaining a real sense of connection between the child and the class community goes a long way towards preserving mental health, minimises the academic catching-up to be done later, and probably contributes to the child’s ability to recover from the trauma of illness or injury and treatment. It can also be a learning opportunity for others in the class.

The [|Royal Children's Hospital Education Institute] provides a model for maintaining such connection and offers advice for children and young people, their parents and families, education professionals, health professionals and researchers.

The section [|for education professionals]discusses Connections and Communication, Health Conditions and Learning, Rights and Responsibilities, and Supporting Students with a Health Condition. Specifically, during the student's absence, the RCHEI recommeds that the home school keep in touch with the student by frequent communication : and by maintaining a presence for the student in the classroom :
 * sending cards
 * sharing news
 * making telephone calls
 * planning visits
 * faxing messages
 * writing emails
 * recording events
 * making tapes or podcasts
 * using videoconferencing
 * chatting online
 * building communication into the curriculum
 * including the absent student in class events such as footy tipping competitions or photo walls
 * "keeping the seat warm" with a teddy or toy or physical reminder of the absent student
 * having a communication bag or folder at the absent student's desk, encouraging classmates to contribute frequently, and making sure it is forwarded regularly
 * using roll call to mention the absent student, and take a moment to reflect or share news of the student

These are strategies which will be useful for children at all stages of their education.

//References//

Bessell, A. G. (2001). Children surviving cancer : psychosocial adjustment, quality of life, and school experiences. //Exceptional Children// **67** (3) pp.245-259

Dockett, S. (2004). Everyone was really happy to see me! The importance of friendships in the return to school of children with chronic illness. //Early Childhood Australia// **29** (1) pp.27-32

Fels, D.I., Shrimpton, B., Robertson, M. (nd), Kids in Hospitals, Kids in School, Retrieved June 2011 from []

Wilkie, K., Jones, A., (2008) Link and learn: Students connecting to their schools and studies using ICT despite chronic illness, Retrieved June 2011 from []

Wilkie, K., Jones, A., (2010) Creative connections to schools: Teachers support the learning of students with chronic illness during absence, Retrieved June 2011 from []