School Staff in the Context of Illness

“Attending school benefits the child socially and emotionally by reinforcing their sense of security and self-esteem, and physically as well, since it is likely one of the few activities from their previous routine that will remain unchanged, given that much of their environment has been altered.”

The educational community (at all levels) often feels disoriented when facing a situation involving illness, uncertain about how to proceed or what steps to take at the school level. As school represents a link to the child’s familiar world, various interventions are required from a diversity and inclusion perspective throughout all stages of the illness process (from diagnosis, treatment, convalescence, reintegration, advanced stages, or bereavement), promoting:

• Learning about the illness

  
  

• Receiving from parents information about which activities the child can participate in, whether mobility assistance is needed, warning signs to monitor, how the parents wish to handle the information, what the child knows about their illness, whether the child will return to school regularly or gradually, and whether the child is taking any medication that may affect their school performance

  
  

• Training to help staff respond to students’ difficult questions and provide age-appropriate, emotional maturity classroom information using stories, documentaries, drawings, analogies, explaining in a direct, simple, and natural way what is happening to their classmate, including treatments and possible side effects without excessive detail, and encouraging questions or emotional expression (e.g., “How would you like to be treated if you were sick?” “Do you know someone who has had a similar illness?”). Anticipating teasing or uncomfortable comments about physical changes (hair loss, weight changes, skin changes, etc.)

  
  

• Sending videos, letters, or drawings from staff and classmates to maintain communication, ease reintegration, and reduce fear or rejection

  
  

• Gradual reintegration into the classroom, avoiding excessive attention, maintaining consistent boundaries, and preventing privileges or overprotection

  
  

• Sending assignments, grading with flexibility, and providing necessary support to prevent academic delays

  
  

• Developing and implementing curricular adaptations

  
  

• Reflecting on the feelings of all members of the school community regarding the illness or loss