Digital Abstract Book

Summary

Preventable harm and a potential new model of tenaciously inclusive education.

In going upstream to identify preventable and unintended harms in our schools systems through research and capturing our student voices, we can identify remedies to theses harms and a newly defined purpose for all schools in facilitating education for all students.

Abstract

Preventing harm through creating tenacious schools

Against a backdrop of competing initiatives being implemented in schools to address student mental health, are a range of potential harmful practices embedded into the content, systems and terminology used in schools due to policy. Schools are currently caught in charged cura te ipsum cycle, whereby they are attempting to solve the very challenges they are forced to create. 

There is acceptance in medical research that school-based anxiety is a major contributing factor in the ongoing and increasing number of young people being hospitalised due to poor mental health (Preyde et al, 2017). These ‘school related challenges’ (Ogilvie et al 2019) are noted by the medical community as contributing to students leaving mainstream education. However, there is an identified gap in literature as to what causes these school related challenges and a noted ‘dearth’ of literature capturing the voices of those students most affected (Ogilvie et al 2019). 

This session will explore evidence from students as to the nature and impact of specific phenomena or ‘wasps’ (Brighouse 2021) in schools, including curriculum narrowing, high stakes testing, restricted pedagogy, limitations in understanding of neurodiversity, and approaches to behaviour and attendance. Ultimately the aim is to identify a preventative model of education through creating tenacious schools, as described by young people, rather than curative model to address mental health in schools.

References (If Applicable)

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Presentation

Oral Presentation (20 mins)

Summary

This presentation explores creative approaches to teaching in psychiatric hospital settings, addressing challenges like irregular participation and diverse needs. It highlights adaptable strategies, creative projects, and emotional well-being support to foster student engagement and continuity. Gain insights, tools, and inspiration to create flexible, responsive learning environments in challenging contexts.

Abstract

Teaching in psychiatric hospital settings presents unique challenges, including irregular student participation, diverse learning needs, and the importance of addressing emotional resilience and well-being. This poster shares practical insights into integrating creative approaches into hospital teaching, offering alternatives to more classical teaching methods often used in these settings. The poster explores flexible learning designs, presenting simple strategies for adapting teaching methods to accommodate non-linear participation and unpredictable attendance patterns commonly encountered in psychiatric hospital settings. It highlights the concept of creative containers, which use creative projects as adaptable and inclusive frameworks to foster student engagement and provide a sense of continuity, even in challenging circumstances. Additionally, the presentation offers practical ideas for supporting emotional well-being, focusing on approaches that address the emotional and cognitive needs of students in psychiatric settings to create a more supportive and responsive learning environment.

Drawing from practical experiences, this poster introduces tools and examples that illustrate how creativity can enrich teaching practices in these challenging contexts. Attendees will gain inspiration and a clearer understanding of how to create flexible, student-centered learning environments that better respond to the realities of psychiatric hospital education.

The poster presentation aims to spark dialogue and exchange of best practice among educators about the potential of creative teaching in fostering more supportive and engaging learning experiences. Come and share your own experiences, successes, fails and steep learning curves ! 

Presentation

Oral Presentation

Summary

Hospital school Ghent presents it's exchange program for the Belgian hospital schools and it's core principals: reciprocity, organisation for and by teachers and from school to classroom level. The bigger goal is the creation of an integrative teaching community which can way on political discourse. Curious?  Join us to be part of the next step in this exciting project.

Abstract

The Belgian educational system is rooted in a history of ideological competition, reflected in the fragmented organization of (hospital) schools in Flanders and Brussels. Each hospital school operates within its own network, which often lacks tailored support for the unique needs of hospital education. 

 Notwithstanding these support systems, hospital schools face isolation, limited visibility in political and public discourse, a lack of teacher-to-teacher exchanges and scarce opportunities for specialized training. 

To address this, the Ghent hospital school launched an exchange program for teachers from Dutch-speaking hospital schools. Small groups from two schools visit each other, engaging in information sharing, classroom observation, and intervision. Crucially, teachers design and lead the exchanges, fostering collaboration and ownership. 

This pilot project, supported by special education networks, aims to build an integrated teaching community and lay the groundwork for a shared local conference on hospital education. We envision this initiative growing into an international network, enabling innovative projects and amplifying our collective voice in public and political arenas. 

In this workshop, we will offer participants a “pressure cooker” version of our project. Together, we will identify shared challenges in hospital education across Europe and explore ways to influence European political discourse. Additionally, we will brainstorm possibilities for international teacher exchanges,digitally and in real life, to link voices on a global scale. 

Presentation

Workshop (60 min)

Summary

 From doctoral research commissioned by a school psychology service, we present findings of a systematic literature review, and two case studies on young people’s transitions from hospital school to mainstream school, highlighting insights from parents and professionals across hospital and school settings that support the young people’s reintegration.

Abstract

The main aim of alternative provisions and hospital schools in England is the prompt and successful transition and reintegration of students to mainstream education settings (DfE, 2018). Due to hospital education being generally under researched in England, the research project reported here was jointly commissioned by a local authority school psychology service and was funded by the University of Manchester’s initial professional training programme for educational psychologists. Two unique studies were developed to address gaps identified in the literature. Study One is a systematic review, which explores the available literature around the important element of school-based practitioners' self-reported confidence in catering to the needs of young people with mental health (MH) difficulties. The review evaluates and synthesises data from six studies, using in vivo coding to analyse the data. Fifteen descriptive themes were identified and analysed across the five analytic sections of Bronfenbrenner’s Bioecological model. Study Two comprises two exploratory case studies of the hospital school transition and reintegration process, from the perspective of two young people, their parents, and professionals involved in supporting this, both within hospital school and the mainstream setting into which they have reintegrated. Key themes and findings are explored, when looking at a successful and unsuccessful transition and reintegration to a mainstream setting. Conclusions emphasise ways in which hospital and mainstream settings can develop practices to support successful mainstream transition. Implications for future research and policy development are provided. Implications for practice and future research are outlined.

Keywords: hospital education, transition, mainstream reintegration, voice of children and young people voice, mental health difficulty. 

Presentation

Oral Presentation (20 mins)

Summary

As a section of a larger doctoral study, this presentation examines the qualitative data from a mixed methods study entitled "Supporting Students with Acquired Brain Injury in Irish Schools - A Mixed Methods Exploration". Through a Bronfenbrenner lens, the lived experiences of teachers reveal themes including teacher professional learning needs, confidence and inter-disciplinary communication and collaboration.

Abstract

In this element of a larger study, which focuses on teachers' experiences with students returning to school after an acquired brain injury (ABI), the qualitative data highlights significant gaps in teacher knowledge around the educational challenges of ABI,  the importance of interdisciplinary communication, the need for ABI specific professional learning opportunities and the impact on teacher confidence. Through survey responses and interviews with teachers, themes included professional isolation, lack of specific ABI training, and reliance on informal learning or cross-application of general SEN strategies. Teachers expressed a need for better collaboration with medical and rehabilitation professionals, identifying that well-coordinated interdisciplinary communication improves their confidence and planning for student needs. However, many teachers reported feeling unprepared due to minimal pre-service or in-service training on ABI, echoing findings in international literature, such as studies by Glang et al. (2010) and Gutmann-Khan et al. (2018), which advocate for structured support and targeted ABI-focused training.

The data also reveal teachers' mixed experiences with external support. Some educators benefited from direct collaboration with specialists, leading to more confident management of student needs. In contrast, others reported significant gaps, especially in rural areas, which increased feelings of professional isolation. Professional development tailored to ABI, consistent with the literature (Massey et al. ,2015), was viewed as essential for enhancing confidence and ensuring that support strategies align with best practices. This research underlines the need for comprehensive, sustained training programs and robust interdisciplinary communication channels to improve the educational reintegration process for students with ABI

References (If Applicable)

Glang, A., Todis, B., Thomas, C. W., et al. (2010). Professional development in TBI for educators: The importance of context. Journal of Head Trauma Rehabilitation, 25(6), 426-432. https://doi.org/10.1097/HTR.0b013e3181fb8f45&#8203

Gutmann-Khan, L., Linden, M. A., Braiden, H., & McKinlay, A. (2018). An international perspective on educators' perceptions of children with traumatic brain injury. NeuroRehabilitation, 42(3), 299-309. https://doi.org/10.3233/NRE-172380&#8203

Massey, S., Cameron, E., & Linden, M. A. (2015). Collaboration across the healthcare and education interface: What is it like for teachers of children with traumatic brain injury? Australian Journal of Primary Health, 21(1), 74-78. https://doi.org/10.1071/PY13035&#8203

Presentation

Oral Presentation (20 mins)

Summary

An innovative peer education program that fosters awareness of paediatric palliative care among high school students is presented. By training peers as educators, the initiative promotes social inclusion, empathy, and informed discussions on managing chronic or life-limiting illness in youth. Utilizing interactive tools, it empowers students to become advocates for compassionate care and societal change.

Abstract

Paediatric palliative care (PPC) remains widely misunderstood as merely end-of-life support. The “CPP—Come Partire Pari” initiative counters this misconception through an innovative peer education program for high school students. Developed by Fondazione Maruzza in Italy, the program adopts a biopsychosocial model, equipping adolescents with cognitive and emotional skills to address palliative care issues among youth.

Key components include interactive workshops, multimedia resources, and a custom video game inspired by the “hero’s journey.” These tools immerse learners in scenarios that evoke fear, curiosity, and empathy, thereby encouraging proactive care actions and cultural shifts. Preliminary data from a 2022 pilot, analyzed via pre/post questionnaires, revealed significant improvements in participants’ PPC knowledge (p < .001) and sense of agency (p < .05). A satisfaction survey also indicated high appreciation of the workshop and low levels of reported discomfort.

By adopting a peer-led structure, adolescents openly challenge taboos around paediatric illness, sparking dialogue and inclusion across schools and communities. This approach addresses both individual and societal barriers to understanding PPC through accurate information and practical strategies. Early evidence points to increased empathy and awareness, with trained peer educators fostering meaningful conversations beyond the classroom.

This presentation outlines the program’s methodologies, tools, and findings, underscoring the transformative potential of peer-led interventions. By dismantling stigma and promoting inclusivity, the “CPP—Come Partire Pari” model offers a scalable blueprint for advancing education and public health. In preparing the next generation to support those facing chronic or life-limiting conditions, it transforms misconceptions and fosters compassionate care.

References (If Applicable)

Fondazione Maruzza for Pediatric Palliative Care (2024). https://www.fondazionemaruzza.org

Presentation

Oral Presentation (20 mins)

Summary

This presentation introduces an early-stage doctoral research project that explores the potential of extending rehabilitative teaching practices to upper secondary education in Finland. The session highlights challenges faced by students with mental health needs and invites international perspectives to foster collaboration and address shared challenges as the research progresses.

Abstract

The extension of compulsory education that came into force in Finland on 1 August 2021 has revealed significant challenges in upper secondary schools, particularly for students with mental health issues. Surveys and studies often fail to effectively reach these students, leaving limited information about their experiences and support needs. 

This presentation introduces an early-stage doctoral dissertation focused on exploring to whom, how, and why rehabilitative teaching — a targeted, inclusive pedagogical approach aimed at fostering educational engagement and well-being among students with psychological challenges — should be extended to upper secondary education in Finland. The study presented has both hermeneutic and emancipatory goals: It aims to enhance understanding of the experiences of the most vulnerable youth and to promote change through their voices.

Drawing on qualitative methodologies, the study examines the perspectives of students, families, and educators to inform evidence-based and practical recommendations. It also emphasizes the importance of interdisciplinary collaboration between educators, healthcare professionals, and social services in creating equitable learning environments. While the research is still in its early stages, this presentation will outline the study's framework, objectives, and methods, along with any preliminary insights gained during the beginning of the research process. Rather than presenting results, this session invites participants to build connections and exchange ideas to foster potential collaborations as the research develops.

By sharing insights from Finland’s educational system,  the presentation aims to contribute to the international dialogue on supporting students with mental health needs. While this session focuses on Finland’s context, it invites participants to share their perspectives and strategies, laying the groundwork for future international collaboration. 

Presentation

Oral Presentation (20 mins)

Summary

School in-hospital teachers do not have the opportunity to implement adapted exercise during their lessons with children and adolescents undergoing intensive cancer treatment. The PLAYFIELD framework aims to provide hospital school teachers with tools to enable them to integrate physical activity into patient teaching

Abstract

Background: At the Maria Letizia Verga Centre within the IRCSS San Gerardo Hospital, the School in Hospital (SH) has been active for about 40 years, supported by the Maria Letizia Verga Family Committee. More recently, the Sport Therapy (ST) research project has introduced precision exercise (PE) and adapted sports for children, adolescents and young adults with cancer (CAYA-C) during their most vulnerable treatment phases.

Objectives: The ST project aims to improve the health, quality of life and social inclusion of CAYA-C through physical activity adapted to individual clinical needs. In addition to physical benefits, physical activity supports mental health by reducing anxiety and improving academic performance. Research, including studies by the American College of Sports Sciences, suggests a positive relationship between physical activity, cognition and academic performance. This type of exercise is safe because there are daily consultations between the paediatrician on the ward and the sports physician of the sports therapy team who determine the workload of each training session.  However, teachers in hospital schools (SHT) face barriers such as cultural tools and limited space that prevent them from integrating physical activity into their teaching.

Activities: The workshop aims to test the educational activities carried out by the SHT of Lombardy after a training organised by the PLAYFIELD framework. An exercise professional and a pedagogue will guide the teachers in testing PE, both standard and adapted for frail patients. In addition, educational tools such as the PLAYFIELD LAB form will be presented and the SHT will be invited to develop activities integrating PE.

Implications: This approach can be used in different contexts (day hospital, ward, home) to enable SHT to promote PE and body awareness as part of wellbeing and learning.

References (If Applicable)

Ferrari S., Terrenghi I., Messina S., Raviolo P., Corpo, spazio e apprendimento nella SIO, Journalism & Mass Communication Quarterly, III, 451, agosto 2022, pp. 451-466.

Lanfranconi F., Balduzzi A., Zardo W., Villa E., Moriggi T., Biondi A., Jankovic M. Sport therapy: allenamento di precisione dalla diagnosi al termine del trattamento oncologico in bambini e adolescenti con emopatia maligna, Quaderni (acp), 2019, 26, 6: 251-253.

Lanfranconi F., Zardo W., Moriggi T., Villa E., Radaelli G., Radaelli S., Paoletti F., Bottes E., Miraglia T., Pollastri L., Vago P., Nichelli F., Jankovic M., Biondi A., Balduzzi A., Precision-based exercise as a new therapeutic option for children and adolescents with haematological malignancies,  Scientific Reports, X, 12892, giugno 2020, pp. 1-13.

Whitehead M.,Physical Literacy: Throughout the lifecourse, Routledg, New York, 2010.

Presentation

Workshop (60 min)

Summary

Children and adolescents with neurodevelopmental disabilities have unique educational needs impacting reintegration to school post-hospitalization. Key components of reintegration planning include consideration of changes to baseline adaptive functioning, behavior, and communication. We will provide a framework for school reintegration, specific behavioral recommendations for use, and a template for written communication.

Abstract

Children and adolescents with neurodevelopmental disabilities (e.g., Autism, Intellectual Disability) have unique educational needs during medical and/or psychiatric hospitalization(s) as well as during school reintegration following hospitalization. In the United States (U.S.), these patients often struggle during reintegration due to temporary or permanent changes to baseline adaptive functioning, behavior, and communication. We anticipate that these needs may not be endemic to the U.S. Hospital-based school programs (HBSP) already partner with medical teams to provide educational care and support during hospitalization and with schools in their community to address these reintegration needs. We seek to support HBSPs during return to school from the hospital with evidence-based practice recommendations and clinical experience of our multidisciplinary team.

In this workshop, we will address the clinical needs of patients with neurodevelopmental disabilities during post-hospitalizations reintegration through a series of interactive case studies. The team will review a framework to support school reintegration, including but not limited to specific behavioral recommendations around classroom supports that can be proactively implemented (e.g., picture schedules or relaxation techniques), how medical needs may impact functionality, and a template for written communication. Our team will also discuss how to develop targeted post-discharge school support plans for children with NDDs who have experienced changes in functional status. Finally, skills that HBSP team members can implement during engagement within the medical team and to the school of record will be provided.

Presentation

Workshop (60 min)

Summary

This workshop will give an overview of  HELP and the findings from Irish parent/carer surveys on their experiences with schools and perceptions of barriers to learning. It will then ask participants to engage with proposed activities and resources that the team hope to use in future parent and teacher workshops.

Abstract

The Hospital Education Liaison Program (HELP) was established using findings from projects that  engaged  families of childhood cancer patients, medical providers, and educators. Using HELP as an evidence-based model, Maynooth University and Kennedy Krieger Institute in partnership with Childhood Cancer Ireland are working with parents/carers, in the first instance, followed by teachers to identify barriers to learning from the adults’ perspectives. This will inform the teams long term goal  of situating the HELP model in the Irish context and creating a “roadmap” for situating programmes similar to HELP within new areas. This workshop will focus on data collected so far from parents and carers. It will present participants with HELP resources and activities to support parents/carers and teachers navigate the education journey of the child treated for cancer and hold round table discussions to explore their potential in the Irish context and internationally. At the end of this workshop participants will:

1. understand the barriers to learning and challenges faced by children treated for cancer and their families

2. learn about identifying community members necessary for patient-centred engagement projects

3.  understand the patient-centered engagement project methods for empirically establishing hospital liaison programming needs

4. will share their thoughts on the resources and activities shared and their potential to be translated to different contexts

5. will share their thoughts on establishing methods for translating hospital-services into new contexts. 

Presentation

Workshop (60 min)

Summary

In2School is a research-based school avoidance program that supports student outpatients to gradually return to school with social-emotional and family-based assistance. Outcomes from this university, hospital school, and clinic partnership show improved attendance, mental health, and quality of life. This workshop will explore the In2School program.

Abstract

This workshop describes In2School, a wraparound intervention that is co-located within a hospital school setting and a community mental health service in Victoria, Australia. It is designed to meet the needs of students with school avoidance (SA) who have missed more than 50% of school in the previous six weeks and who have a diagnosed mental health disorder. Recruitment occurs via the tertiary mental heath service in conjunction with the hospital school staff. The intervention occurs over a six-month period and includes an initial assessment and relationship building phase, a full time classroom program and graduated return to the regular school setting. Research into SA suggests that a wraparound response is required that involves education and health professionals, families, and the young person. Wraparound is a philosophy of care with a defined planning process used to build constructive relationships and support networks among youth and their families. It is particularly relevant when using multi-tiered systems of support to plan interventions. The In2School program uses an action research methodology, including a cyclical model of inquiry, action, and reflection. In practice, and in keeping with the philosophy of wraparound, interventions are individualised for each young person based on their educational and mental health needs. The therapeutic and educational interventions are delivered by a multidisciplinary team and integrated into the learning environment. Parent support is also provided. The primary outcome measure for this program is school attendance with secondary outcomes measuring mental health, quality of life and social-emotional outcomes. This workshop will give participants an opportunity to explore the In2School model, including its assessments and practice guide that is used with each intake of young people. A range of interventions will be described, and participants will have the opportunity to engage with learning activities that promote re-engagement with education.

References (If Applicable)

Heyne, D., Gentle-Genitty, C., Melvin, G., Keppens, G., O'Toole, C., & McKay-Brown, L. (2024). Embracing change: from recalibration to radical overhaul for the field of school attendance. Frontiers in Education, 8, 1-15. https://doi.org/10.3389/feduc.2023.1251223

Kearney, C. A. (2002). Identifying the function of school refusal: A revision of the School Refusal Assessment Scale. Journal of Psychopathology and Behavioral Assessment, 24, 235–245.

McKay-Brown, L. & Birioukov-Brant, A. (2021). Exploring the voices of young people in school absenteeism: What schools need to know. In M. Gren Landell (Ed.) School Attendance Problems: A Research Update and Where to Go (1 ed., pp. 91-98) Jerring Fonden.

McKay-Brown, L ., McGrath, R ., Dalton, L ., Graham, L ., Smith, A ., Ring, J., & Eyre, K. (2019). Reengagement with education: A multi-disciplinary home-school-clinic approach developed in Australia for school-refusing youth. Cognitive And Behavioral Practice, 26, 92–106. https://doi.org/10.1016/j.cbpra.2018.08.003

McKay-Brown, L. & Tutton, T. (2022). Tier 3: Intensive approaches, interventions and supports. In K. Barker, S. Poed. & P. Whitefield. (Eds.) School-Wide Positive Behaviour Support The Australian Handbook (1 ed., pp. 86-105) Routledge.

The KIDSCREEN Group Europe. (2006). The KIDSCREEN Questionnaires: Quality of life questionnaires for children and adolescents. Pabst Science Publishers.

Presentation

Workshop (60 min)

Summary

This presentation highlights the Queensland Children’s Hospital School’s (Australia) governance structures that guide best practice in the provision of a unified, multi-campus approach to hospital education that leads, inspires and connects our students with equitable, personalised and continuous learning in order to achieve a brighter future. 

Abstract

The Queensland Department of Education is committed to all children and young people being confident, creative lifelong learners who are active in their community, as outlined in our Equity and Excellence agenda. Since 2020, Queensland Children’s Hospital School has led a statewide approach to the delivery of hospital education, where all programs are connected and coordinated to maximise outcomes for students. Our strategic focus is: educational achievement, wellbeing and engagement, culture and inclusion. As reflected in the Queensland Children’s Hospital School Strategic Plan 2023–2026, the current aim is to align all 26 hospital education programs to become one statewide school, in a way that will support and sustain new programs opening in the near future. Key strategic actions focus on supporting school culture, staff capability, teaching and learning, student transitions, leadership, governance and partnerships. 

 The need for strong governance structures in our ever-growing context is imperative to enable a consistent long-term approach to supporting students in hospital education. Strong governance structures have proven to positively impact students and their educational outcomes. To address the challenges of our complex system, a two-levelled governance structure has been developed. The governance structure is enabling innovative systemic solutions to ensure that hospital education programs are adequately resourced and supported in order to maximise educational outcomes for our students. 

 It's vital that the relationships, partnerships and decision-making processes established in the governance structure are continually strengthened to ensure successful learning opportunities and outcomes for our students, not only now but also into the future. 

Presentation

Oral Presentation (20 mins)

Summary

Poster presentation showing the recently redesigned and relaunched Well at School website. In addition to providing information for schools we have now broadened our audience base to include parents and carers, and young people.

Abstract

Well at School www.wellatschool.org is an online resource helping schools support students with medical and / or mental health conditions so they can fully engage in education.

We work in partnership with health professionals, students and teachers to ensure our content is relevant and up to date.

Well at School was created in 2010 by a team from Chelsea Community Hospital School. Since then the project has grown to include an audience not only in England, but across Europe, the USA and Australia. Participation by the project team in conferences in London, Oxford and at the bi-annual HOPE conference have raised the profile further.

In 2024 we redesigned and relaunched Well at School to reach a wider audience including young people, and parents and carers. We have rewritten, updated and added new sections to the website, addressing issues these audiences might face.

Our goals

• Inform schools on a range of medical and mental health conditions affecting children and young people.

• Advise schools on how to enable children and young people to fully engage in school life.

• Provide information and advice for parents and carers on how they can support children who might have their education disrupted because of acute or chronic illness.

• Provide information and advice to young people on issues they may face at school.

• Promote awareness of the educational needs of children and young people living with medical and mental health conditions.

• Identify and promote relevant resources and policy guidance.

Presentation

Poster Presentation

Summary

The Hospital Educator and Academic Liaison Association (HEAL) is a professional organization that supports and connects multi-disciplinary professionals who work to improve the educational outcomes for students with medical and mental health needs. Information will be shared on the HEAL organization, the type of work HEAL and its members do, and how HEAL supports its members in their work.

Abstract

In the United States, there is no standardization of hospital-based school services and the roles of hospital teacher and school liaison. The staffing, funding, organization, training, and resources available to these professionals in children's hospitals vary between institutions. The Hospital Educator and Academic Liaison Association (HEAL) is a professional organization that supports and connects multi-disciplinary professionals who work to improve the educational outcomes for students with medical and mental health needs in the U.S., Canada and beyond. HEAL is also a co-sponsor of the international journal, Continuity in Education. In this presentation, information will be shared on the HEAL organization, the type of work HEAL and its members do, and how HEAL supports its members in their work within children's hospitals. The organization offers annual conferences, web-based professional development on best practices and specific diagnoses, networking opportunities, and resources for hospital teachers, school liaisons, and other professionals working to provide instruction, collaborative school reentry plans, and a learning environment where students with medical and mental health needs are embraced and supported to reach their full potential.

Presentation

Oral Presentation (20 mins)

Summary

This presentation aims to enhance understanding of the background factors, pathways, and resilience related to school absenteeism, providing hospital teachers and other educators with better tools to address it. It is based on stories of young Finnish persons experiencing chronic school absenteeism.

Abstract

The number of children absent from school is rising in Finland and globally. A significant number of these children have neuropsychiatric diagnoses and/or mental health problems. Chronic absenteeism can lead to social exclusion and negatively impact family harmony and siblings. Supporting students' return to school is crucial. While psychosocial interventions and medication are well-researched, and there is significant knowledge about pedagogical solutions, students' resilience and coping are less understood.

This study examines students' experiences of factors supporting the return to school after absenteeism. Data was collected through semi-structured interviews in southern Finland in 2023, involving 20 adolescents absent from school for various reasons. The data was analyzed using thematic analysis.

The path to absenteeism was often long, with support from various sectors (like school, social services, healthcare). Trusted adults at school, other positive relationships, safe environment and tailored pedagogical solutions were key in students' narratives.

We will discuss the findings from individual, family, and systemic perspectives to enhance understanding of students' resilience and coping, and to support the development of research-based pedagogy and interprofessional child and family services.

References (If Applicable)

Heyne, D., Gentle-Genitty, C., Gren-Landell, M. & Melvin, G. 2019. Improving school attendance by enhancing communication among stakeholders: establishment of the International Network for School Attendance (INSA). European Child & Adolescent Psychiatry. 

Diers.M. 2020. Strengthening resilience in school – A narrative examination of how teachers promote resilience by providing social support. International Dialogues on Education Journal. May 2020

Hu, T., Zhang, D, & Wang, J-L. 2015. A meta-analysis of the trait resilience and mental health. Personality and Individual Differences 76:18-27

Kearney. C.A.2016. Managing School Absenteeism at Multiple Tiers: An Evidence-Based and Practical Guide for Professionals. Oxford Academic.

Lee, J.H., Nam.S.K., Kim.A.R, Kim.B, Lee, M. & Kee.S.M. 2013, Resilience: A meta-analytic approach. Journal of counseling and development. 91(3)

Maynard.B.J., Heyne, D., Brendel, K.E., Buland. J.J., Thompson, A.M. & Pigott.T.D. 2015.Treatment for School Refusal Among Children and Adolescents: A Systematic Review and Meta- Analysis. Research on Social Work practice 28(1) 

Määttä. S., Pelkonen, J., Lehtikare, S. & Määttä, M. 2020. Kouluakäymättömyys Suomessa. Vaativan erityisen tuen VIP-verkoston kartoitus. Opetushallitus: Raportit ja selvitykset 2020:9

Riley, J. R., & Masten, A. S. (2005). Resilience in Context. In R. D. Peters, B. Leadbeater, & R. J. McMahon (Eds.), Resilience in children, families, and communities: Linking context to practice and policy (pp. 13–25). Kluwer Academic/Plenum Publishers. 

Sergejeff, J.(ed.) 2023.  Our common school path. Handbook for supporting attendance and reducing absence in basic education. Publications of the Ministry of Education and Culture, Finland 2023:27

Tobón, A.L., Reed. M.O., Taylor, J.H., Bloch, M.H. 2018. A Systematic Review of Pharmacologic Treatments for School Refusal Behavior. Journal of Child and Adolescent Psychopharmacology. 28(6)

Wustmann, C. (2005). Die Blickrichtung der neueren Resilienzforschung. In Zeitschrift für Pädagogik. Vol. 51, № 2, pp. 192-206

Presentation

Oral Presentation (20 mins)

Summary

Express Yourself Through Art! 

We would like to invite you to our art therapy workshops. Using prepared materials,    we will create portraits using the origami technique as well as compositions inspired by the works of Giuseppe Arcimboldo, featuring paper-cut vegetables and fruits. These techniques are designed to help students explore and work through their emotions. 

Abstract

The art therapy workshops will be divided into two parts: 

1. Introduction – Theoretical Part

2. Artistic Workshops – Practical Part

Theoretical Part 

In the first part, we will present activities prepared by interdisciplinary teams of teachers working across all departments in our school. These activities include singing, playing instruments, visual arts, theater, literature, dance, and cooking.  We will acquaint you with photos, videos, and students’ works.  

Practical Part 

In the second part, participants will take part in two art workshops that are particularly popular among our students. During the first one we will create some portraits based on origami technique. The second one will be inspired by the works of Giuseppe Arcimboldo, who created vibrant paintings by incorporating his love for nature’s gifts. In reference to his works of art participants will create portraits of selected individuals or self-portraits using paper-cut vegetables and fruits. 

By using techniques that employ recycled paper materials, we simultaneously develop the fine motor skills of our students while introducing them to the fascinating world of art history. 

Emotional Work Through Art 

The techniques presented are used in our school to help students explore and work through their emotions. Students learn to identify and name their emotions, and therapeutic discussions are incorporated into the activities to expand on these themes. 

Choreography and Music 

To conclude, we will teach participants a simple choreographic sequence  to the music of Polish composer Fryderyk Chopin. Such activities are used to foster group integration, create a relaxing atmosphere, and encourage fun and engagement. 

Presentation

Workshop (60 min)

Summary

In this presentation, you will hear a case study demonstrating how you can embed the Expressive Arts into your own teaching (without having to be a specialist) to improve engagement and holistic learning. These case studies focus on Music but you will receive practical pedagogical ideas that can be used across Expressive Arts teaching. 

Abstract

‘Developing a Sense of Self through the Expressive Arts’ 

With this case study you will hear about how Music provides a crucial way into education for students who would otherwise find school and the world around them difficult to engage with. 

‘Child A’ (4) was born in hospital and has been an inpatient since. He has a range of complex needs including profound and multiple learning disabilities (PMLD), a tracheostomy with ventilator as well as being Deafblind.  ‘A’ initially accessed hospital school on a pilot ‘Under 2’s’ project for long stay infants with complex needs.

We will be sharing how creative approaches to Music have been used to give ‘A’ ways to explore the world around him, interact with familiar adults, and develop his communication skills, relationships and engagement.

This presentation is for specialist and non-specialist educators who are interested in developing their use of the Expressive Arts in their wider practice with a particular focus on engagement and holistic development. 

Presentation

Oral Presentation (20 mins)

Summary

Traumatic brain injury is one major cause of long-term cognitive, behavioral, emotional, and social changes in children and adolescents. As patients leave the medical setting and return to school, unique considerations must be made for these changes to promote successful re-integration.

Abstract

Children and adolescents who suffer a traumatic brain injury (TBI) of any type are at greater risk for experiencing changes in physical, cognitive, emotional/behavioral, and social functioning. There are many factors that predict recovery from TBI, including injury severity, age at injury, family-related factors, and the use of evidence based, post-injury intervention(s) across a number of settings. Schools can assist in this important recovery process with guidance from hospital medical and educational teams by providing appropriate accommodations/modifications to meet the child where they are at in their recovery process. Hospital-based school teams are key for communication, development, and implementation of plans during school re-integration.

This workshop is designed to build hospital teacher comfort in working with children and adolescents after a TBI by providing:

1. Education on common neurocognitive and emotional/behavioral changes and predictors of recovery in this population

2. Educational accommodations and modifications to consider to address new deficits

3. Strategies for implementation of intervention programs  

Presentation

Workshop (60 min)

Summary

The hospital school of LUMC is, besides teaching, involved in multidisciplinary life cycle care for children with congenital heart diseases, pediatric stem cell transplant patients, and neonates who undergo high invasive treatment. Executive Function Skills (EFS) are often behind in these patients, so we monitor their EFS and advise schools and families in this regard.

Abstract

BACKGROUND:  Executive function skills (EFS), are often disturbed in children who undergo high intensive treatments for instance for congenital heart diseases (1-3) or stem cell transplantation (4-6). EFS are crucial for functioning in school, and in its turn for optimal cognitive and social participation and wellbeing. The human life cycle consists of different developmental stages, each having specific characteristics, needs, and challenges. Chronic and severe diseases are complex and require specialized multidisciplinary, life-long care. 

AIM: Since EFS are crucial for a good quality of life and good functioning in school, our hospital school aims to detect dysfunction of these skills early for pre-emptive support to prevent decrease in educational development. 

METHOD: The multidisciplinary life cycle care team of LUMC consists of social workers, child psychologists, nurse practitioners, pediatricians, medical specialists, and hospital teachers. Our approach aims at monitoring psychosocial status by means of periodical questionnaires, oral inquiries with families by hospital teachers, and referrals by pediatricians, who detect school-related problems during their consultations. Furthermore, the hospital teachers advise parents and schools about the effects of high intensive treatments on school functioning, and on how to cope with these effects. 

RESULT: The hospital school of LUMC supports around n=200 families a year and in the majority of children problems with EFS are detected. As a result difficulties with EFS can be addressed early. Children and their families feel seen and supported, which endorses the importance of our approach. Moreover, schools feel assisted in coping with the effects of medical treatments on school functioning. 

CONCLUSION: By multidisciplinary approach, we aim to optimize educational pre-emptive support to optimize lifelong educational development and wellbeing to ultimately optimize societal participation.

References (If Applicable)

1. von Werdt L, Binz TM, O'Gorman RT, Schmid A, Naef N, Rousson V, et al. Stress Markers, Executive Functioning, and Resilience Among Early Adolescents With Complex Congenital Heart Disease. JAMA Netw Open. 2024 February 05;7(2):e2355373. https://pubmed.ncbi.nlm.nih.gov/39114931/ 

2. Chew ATM, Bonthrone AF, Alford A, Kelly C, Pushparajah K, Egloff A, et al. Executive Function in Preschool Children with Congenital Heart Disease and Controls: The Role of a Cognitively Stimulating Home Environment. J Pediatr. 2024 April 01;267:113897. https://pubmed.ncbi.nlm.nih.gov/38171471/ 

3. Oppelaar E, Breur JM, Wijnroks L, Schappin R. Exploring the Potential of a Tailored Executive Functioning Training Program for Children with Congenital Heart Disease: A Brief Report. Dev Neurorehabil. 2024 October 01;27(7):264–7. https://pubmed.ncbi.nlm.nih.gov/39114931/ 

4. Gruber I, Koelbl O, Herr W, Holler E, Edinger M, Wolff D. Impact of chronic graft-versus-host disease on quality of life and cognitive function of long-term transplant survivors after allogeneic hematopoietic stem cell transplantation with total body irradiation. Radiat Oncol. 2022 November 29;17(1):195–9. https://doi.org/10.1542/gr.33-3-34 

5. Willard VW, Leung W, Huang Q, Zhang H, Phipps S. Cognitive outcome after pediatric stem-cell transplantation: impact of age and total-body irradiation. J Clin Oncol. 2014 December 10;32(35):3982–8. https://doi.org/10.1200/JCO.2014.56.2223

6. Chow EJ, Anderson L, Baker KS, Bhatia S, Guilcher GMT, Huang JT, et al. Late Effects Surveillance Recommendations among Survivors of Childhood Hematopoietic Cell Transplantation: A Children's Oncology Group Report. Biol Blood Marrow Transplant. 2016 May 01;22(5):782–95. https://www.sciencedirect.com/science/article/pii/S1083879116000896 

Presentation

Oral Presentation (20 mins)

Summary

Through photography, students with mental disorders can gain new coping mechanisms, improve focus, and develop better communication skills, all of which contribute to their mental and emotional well-being. Incorporating photography into educational and therapeutic interventions can be transformative for students who struggle with traditional methods of communication and learning.

Abstract

Children and adolescents with mental disorders sometimes need to be hospitalized in a psychiatric clinic despite the medical care they receive. Continuing the education process is of vital importance for the child or adolescent who is hospitalized because it entails the continuation of school even after recovery. 

The Special High School with Special Lyceum Classes operates on the grounds of the Child & Adolescent Psychiatric Clinic of General Hospital "Georgios Papanikolaou", Thessaloniki, Greece. In addition to covering the student’s learning gaps and school curriculum, the purpose of the Special High School is also to provide motivation, hope and a sense of competence to its students. This is achieved by involving students in various activities.

One of the activities that take place in the school settings is an environmental action called: "Click.. protect it". This action refers to the art of photography and the way in which the students, can through this art, highlight various aspects in need of protection either in the environment of their school or in the surrounding area where the Hospital is located. 

Photography has profound psychological and emotional benefits for students with mental disorders. It provides them with creative and therapeutic outlet, helps them express themselves non-verbally, fosters mindfulness, offers a sense of achievement and enhances self-esteem. 

References (If Applicable)

Cohen, A., & Johnson, R. (2017). The Role of Visual Arts in Cognitive Development for Students with Learning Disabilities. Journal of Cognitive Education and Psychology, 16(3), 307-322.

Frohlich, R. (2016). Photography as a Therapeutic Tool in the Treatment of Emotional Disorders. International Journal of Art Therapy, 21(2), 90-102.  

Keng, S. L., Smoski, M. J., & Robins, C. J. (2011). Effects of Mindfulness on Psychological Health: A Review of Empirical Studies. Clinical Psychology Review, 31(6), 1041-1056.  

Presentation

Oral Presentation (20 mins)

Summary

This workshop highlights the collaboration between Hospital School SA and the Women’s and Children’s Hospital Gender Diversity Service, focusing on creating inclusive, affirming environments for transgender students in South Australian schools.

Abstract

Transgender students frequently encounter substantial challenges in educational settings, often due to a lack of awareness and support from educators and peers. Recognising this need, Hospital School SA and the Women’s and Children’s Hospital Gender Diversity Service have partnered to foster inclusive, gender-affirming environments across South Australian schools. This presentation will discuss how this collaboration is building a supportive infrastructure that addresses the mental health, social, and educational needs of transgender students.

Through a holistic, multidisciplinary approach, this partnership assists schools in implementing gender-affirming policies, including respecting students’ preferred names and pronouns, establishing gender-neutral facilities, and providing targeted professional development in gender sensitivity. The team also supports enrolment processes and offers resources for managing transitions between schools, ensuring students experience continuity in their educational journey. By fostering awareness and understanding, the program aims to create a safe learning environment that respects and validates students’ gender identities.

Presenters will outline key outcomes and practical strategies for educators and school leaders to implement gender-affirming practices that benefit students, families, and school communities. Highlighting the importance of coordinated efforts across health and education sectors, the discussion will provide actionable insights for attendees seeking to develop similar collaborative models in their schools or regions.

This interactive workshop will engage participants in hands-on activities, including case study analyses, scenario planning, and collaborative discussions, to explore practical ways of integrating gender-affirming practices. Participants will reflect on their current practices, identify areas for growth, and develop personalised action plans. By enhancing interdisciplinary collaboration, the workshop aims to equip attendees with the tools and confidence to create inclusive environments where all students, including transgender youth, feel supported, valued, and able to thrive.

References (If Applicable)

1.    Australian Journal of Education. (2021). Inclusion of Transgender Students in Schools: Addressing Barriers and Supporting Well-being. Australian Journal of Education, 65(2), 201-218. 

2.    The Australian Educational Researcher. (2020). Supporting Gender Diversity in Australian Schools: Legal and Educational Frameworks. The Australian Educational Researcher, 47(3), 345-360.

3.    Australasian Journal of Special Education. (2019). Neurodiversity in Education: Strategies for Supporting Neurodiverse Teachers and Students. Australasian Journal of Special Education, 44(1), 15-30.

4.    Mental Health and Education. (2022). Building Inclusive Schools: The Role of School-Wide Mental Health Programs in Promoting Equity. Mental Health and Education, 23(2), 115-132.

Presentation

Workshop (60 min)

Summary

This presentation will serve to walk participants through the various resources used to help create student-led podcasts and offer an opportunity for feedback on ways to expand and grow the idea moving forward.

Abstract

Attending hospital can be a daunting experience for those engaged in treatment as well as for accompanying family members. The unfamiliarity of the layout of the wards and building, coupled with shifting staff members, can be overwhelming for patients and visitors to navigate. It was with this in mind that our school sought to develop a process to help familiarise students and family members with the hospital environment.

We wanted to share this information within the wider hospital community in a fun and engaging manner. Our aim also was to encourage student engagement with the process and link this to a core subject area in education – namely communication skills.  

After consultation with students and parents alike, we chose the medium of podcasts to disseminate this information. In a world often governed through screens and visual data, podcasts serve to promote imaginative visualisation and give autonomy of learning to the listener. Holistically they can also help boost mental health, reduce stress and improve active listening skills.

Presentation

Oral Presentation (20 mins)

Summary

This presentation explores the role of hospital education in fostering holistic support and continuity in education. It highlights barriers to multi-agency collaboration, such as communication challenges and organisational silos, and offers strategies to enhance connectedness. Leadership, clear roles, and structured communication are emphasised, showcasing successful initiatives that improve outcomes for children with medical and mental health needs.

Abstract

Promoting connectedness in hospital education is crucial for ensuring continuity in education and fostering effective collaboration among professionals and organisations involved in paediatric care (Asprey & Nash, 2006). Within hospital settings, educational provision often requires multidisciplinary teamwork, where professionals from diverse fields must navigate work boundaries and coordinate efforts to achieve shared objectives (Burns, 2013). However, interagency collaboration, involving partnerships between hospitals, schools, community organisations, and social services, often presents unique challenges such as communication barriers, conflicting priorities and organisational silos (Wei et al., 2022).

This presentation shares original data drawn from the practices and experiences of hospital teachers working in four major hospital schools across the United Kingdom. The findings offer valuable insights into barriers to multi-agency collaboration and outline strategies to enhance connectedness and interagency cooperation in the field of hospital education, while maintaining clear role definitions to effectively navigate professional boundaries (Akkerman & Bakker, 2011). The findings also highlight the critical role of leadership, organisational culture and structured communication channels in fostering an environment conducive to effective multidisciplinary and interagency collaboration (Solvason & Winwood, 2022).

Finally, practical examples of successful initiatives are presented to illustrate how hospital teachers can bridge boundaries and address challenges in multi-agency working, thereby enhancing educational provision and outcomes for their pupils. The presentation concludes that prioritising connectedness has the potential to transform hospital education into a model of integrated, child-centred learning and practice, ensuring all stakeholders work together seamlessly to deliver high-quality education and comprehensive care and support for children with medical and mental-health needs and their families (SCIE, 2018). Moreover, discussion opportunities following the oral presentation are intended to foster active engagement with the data and practical examples shared.

References (If Applicable)

Akkerman, S. F., & Bakker, A. (2011). Boundary Crossing and Boundary Objects. Review of Educational Research, 81(2), 132–169. https://doi.org/10.3102/0034654311404435

Asprey, A., & Nash, T. (2006). The importance of awareness and communication for the inclusion of young people with life-limiting and life-threatening conditions in mainstream schools and colleges. British Journal of Special Education, 33(1), 10–18.

Burns, J. N. (2013). Educating children in the midst of health crises: A phenomenological study of teachers in children’s hospital schools [(Doctoral Thesis)]. ProQuest Dissertations and Theses database (UMI No. 1456443)

Donaldson, C., Moore, G., & Hawkins, J. (2023). A Systematic Review of School Transition Interventions to Improve Mental Health and Wellbeing Outcomes in Children and Young People. School Mental Health, 15(1), 19–35. https://doi.org/10.1007/s12310-022-09539-w

Hen, M. (2022). Mothers’ and teachers’ experience of school re-entry after a child’s prolonged absence due to severe illness. Psychology in the Schools, 59(6), 1122–1134. https://doi.org/10.1002/pits.22666

Hopkins, Moss, J., Green, J., & Strong, G. (2014). Embedding learning in a paediatric hospital: changing practice and keeping connected. International Journal of Inclusive Education, 18(3), 312–321.

Hopkins, L., Wadley, G., Vetere, F., Fong, M., & Green, J. (2014). Utilising technology to connect the hospital and the classroom: Maintaining connections using tablet computers and a ‘Presence’ App. Australian Journal of Education, 58(3), 278–296.

Kirkpatrick, K. M. (2020). Adolescents With Chronic Medical Conditions and High School Completion: The Importance of Perceived School Belonging. Continuity in Education, 1(1), 50–63. https://doi.org/10.5334/cie.5

Papadimitriou, M. (2023). Children with Chronic Illnesses and ICT. In J. Pyzalski (Ed.), Be internet awsome for all. School with Class Foundation. https://bia4all.eu/research/

Pelter, G. B. (2015). In Hospital but not forgotten: an exploration into children and young people’s narratives about their experiences of hospitalisation and hospital school. Thesis: University of Birmingham.

SCIE. (2018). Delivering integrated care: the role of the multidisciplinary team. Social Care Institute for Excellence. https://www.scie.org.uk/integrated-care/research-practice/activities/multidisciplinary-teams

Shafran, R., Bennett, S. D., & Smith, M. M. (2017). Interventions to support integrated psychological care and holistic health outcomes in paediatrics. Healthcare, 5(44). https://doi.org/10.3390/healthcare5030044

Solvason, C., & Winwood, J. (2022). Exploring Drivers and Barriers: Working in Multiprofessional Teams to Support Children and Families. School Community Journal, 32(1), 105–126.

Yates, L., Bond, L., Dixon, M., Drew, S., Ferguson, P., Hay, T., Moss, J., Leger, P. S., Walker, H., & White, J. (2010). Keeping Connected: Identity, social connection and education for young people living with chronic illness. The University of Melbourne. https://education.unimelb.edu.au/__data/assets/pdf_file/0007/2541265/KC2010_Final_Report.pdf

Wei, H., Horns, P., Sears, S. F., Huang, K., Smith, C. M., & Wei, T. L. (2022). A systematic meta-review of systematic reviews about interprofessional collaboration: facilitators, barriers, and outcomes. Journal of Interprofessional Care, 36(5), 735–749.

Summary

Since 2019, LMU Munich has provided a qualification in hospital pedagogy, addressing the educational needs of chronically ill students. The program equips teachers with skills to support inclusion, academic continuity, and psychological well-being in hospital and mainstream settings. It bridges health and education, fostering holistic development and filling a gap in teacher training for this overlooked area.

Abstract

Since 2019, the Ludwig-Maximilians-Universität (LMU) Munich has been offering a groundbreaking qualification in pedagogy for children with illnesses. This initiative addresses the critical need for specialized teacher education to support school-aged children and adolescents experiencing long-term or severe illnesses. These students often transition between their local schools and specialized clinic schools, which provide tailored educational support during extended medical treatment or rehabilitation.

Unlike established special education fields, "hospital pedagogy " is not formally recognized as an independent specialization in Germany, nor is it offered as a dedicated study program for teacher training. Despite the 1998 recommendations of the Kultusministerkonferenz (KMK), which emphasized inclusive education and academic continuity for ill students, gaps in teacher preparation remain. LMU’s initiative fills this void by equipping future educators with the skills to address the academic, psychological, and social needs of chronically ill students.

The supplementary qualification combines theoretical knowledge and an international perspective, focusing on inclusion and participation. It prepares teachers to work in hospital schools and mainstream educational settings, ensuring that students reintegrating after medical absences receive professional support. Participants study fundamental aspects of teaching children with illnesses and learn to reflect on the particular needs of these students to provide individualized educational support.

LMU’s efforts contribute to advancing inclusive education, empowering educators to bridge the gap between health and education. The program aims to enhance academic outcomes and foster holistic development for ill students, setting a precedent for addressing this overlooked yet significant area of education.

References (If Applicable)

KRANKE

Presentation

Oral Presentation (20 mins)

Summary

A look back and presentation of two people's experience of education, both living with two different conditions but with similar experiences and who now work within the hospital school sector, highlighting what has and has not changed, and how that impacts students with medical and mental health conditions. 

Abstract

Two young people, both with lived experience of education between home school and hospital school. One is a burns survivor who is now training to be a teacher at Chelsea Community Hospital School, and the other who has Cystic Fibrosis is now a social media assistant with Well at School (www.wellatschool.org). They never met as children, and in fact they first met on a training day at Chelsea Community Hospital School. They talked about their love of social media, but also their shared experiences of growing up between home school and hospital school, and how although their conditions are very different their educational experiences were very similar. Some things have changed, for example home learning online is being investigated by some schools, and what has not changed, like the lack of knowledge and understanding of home schoolteachers. With over 30 years of lived experience these two young people will share what they believe should be done for future students with medical and mental health conditions who are currently pursuing education and how hospital schools will have to break down the wall around home schools if any improvements are going to be made for students of the future.  

Presentation

Oral Presentation (20 mins)

Summary

The presentation will explore the role of an educator in a multidisciplinary team (education and health). In particularly, their crucial role in providing comprehensive and detailed feedback to the young person’s base school which in turn enables the school to focus on what matters most to improve the young person’s learning, engagement and wellbeing outcomes.

Abstract

A key aim of Monash Children’s Hospital School (MCHS) and their medical/health partners is to provide the young person’s base school with information about their diagnosis, assessments, observations and the impacts of the diagnosis on their learning, engagement, wellbeing and behaviour. The educator also provides information that assists the base school teacher/s to implement and embed key educational strategies and adjustments that assist the young person.  

The presentation will explain how authentic and meaningful feedback (Hattie. J) is provided to base schools on behalf of the young person, their family and treating team members. The 'teacher designed' specific clinical feedback templates include examples from: Fetal Alcohol Spectrum Disorder, Developmental Paediatrics, Chronic Fatigue Syndrome, Eating Disorders, Healthy Koori (First Nations) Kids, Early in Life Mental Health Services and the Children’s Cancer Centre. These will be shared and provided to the workshop participants.

The feedback process also includes information about a young person’s executive functioning as well as their strengths and deficits in neurological domains, including but not limited to the following: Diagnosis, Motor Skills, Cognition, Language and Communication, Academic Achievement, Social and Emotional Regulation.

The workshop will provide data and commentary from key stakeholders: young people, families, base schools and treating team members in relation to the critical role of the educator in this feedback process. The importancence of capturing the young person's voice throughout this process will be highlighted.

This will be an interactive presentation where participants will have time to reflect on their roles as members of multidisciplinary teams and consider their 'next steps' to strengthen their practice.

This is a child centred and holistic process - it ‘builds bridges and dismantles silos!’

References (If Applicable)

John Hattie, Benedikt, Klaus Zierer. The Power of Feedback Revisited: A Meta-Analysis of Education Feedback Research. F Review Article. Front Psychol., 22 January 2020. Sec. Educational Psychology. Volume 10 – 2019

Summary

This workshop explores how to support students with mental health challenges in upper secondary education. Participants will gain insights into Finland’s educational system, engage in collaborative discussions, and co-design practical solutions. The session fosters international knowledge-sharing and inspires actionable strategies for creating equitable learning environments.

Abstract

Finland’s extension of compulsory schooling to age 18 has raised critical questions: How can students with mental health challenges be effectively supported in upper secondary education? While rehabilitative teaching practices have been established in basic education, there is a gap in their adaptation to upper secondary education. 

As a foundation for discussion, this workshop briefly introduces a doctoral research project investigating to whom, how, and why rehabilitative teaching should be extended to upper secondary education in Finland. While the research is still in its early stages and is introduced here as a starting point for discussion, participants are warmly invited to follow its progress and stay connected as findings and insights emerge in the future.

Participants will gain insights into Finland’s educational system and the interdisciplinary collaboration required between educators, healthcare professionals, and social services to create equitable learning environments for students with mental health needs. 

The workshop features guided discussions and interactive group activities where participants will exchange strategies, share experiences, and explore innovative solutions. Central to the session is the question: How are students with mental health challenges supported in upper secondary education in your country? Participants will work together to identify common challenges and co-create ideas that can be adapted to diverse educational systems.

This workshop aims to foster international knowledge-sharing, promote collaborative thinking, and inspire actionable ideas for supporting students with mental health needs. Attendees will leave with new perspectives, practical strategies, and opportunities to continue the dialogue beyond the congress. 

Presentation

Workshop (60 min)

Summary

Assess, engage and stretch pupils with activities that are a fun and informative way to reach some of the most reluctant learners. This workshop welcomes all educators to immerse themselves in numeracy and discuss what can be gained from delivering informal learning opportunities to young people in a hospital setting.

Abstract

As hospital school educators, we are fortunate to have both the challenge and the opportunity to work closely with young people who have had a very negative experience of school or who have missed significant periods of education. Maths can present additional challenges for many of these pupils as they may not have secured the foundational skills necessary to progress, often feeling left behind in their maths education.   While mainstream schooling continues to build upon previous knowledge, the hospital school setting is an opportunity for young people to fill in some of the gaps that have prevented them from experiencing the progression their peers in a mainstream setting may have made.

By using simple games, specialist and non-specialist staff can offer relevant and fun learning experiences to both primary and secondary pupils.  These activities can be used for:

• Assessing a pupil’s level of confidence with numeracy

• Assessing for gaps in numeracy knowledge

• Providing a ‘way in’ with reluctant learners

• Providing ongoing skills practice and inclusive classroom participation

In this workshop, the presenter will share her experience of engaging reluctant mathematicians in a hospital setting and increasing the confidence of non-specialist staff to offer maths lessons to all learners. Participants will have an opportunity to engage with and discuss a variety of simple numeracy games for assessing, engaging and stretching pupils, meeting them wherever they are at in their maths journey.

Presentation

Workshop (60 min)

Summary

The "inclusive hybrid classroom" will be addressed in an experiential manner. Participants are invited to address crucial issues related to the activation of different forms of social communication and educational activities among students in HS or HE with their own class. They will be supported by specific guidelines.

Abstract

This workshop focuses on the inclusion of hospitalized and/or homebound students (HSs/HBs) in the social and educational activities of their classrooms through the creation of hybrid educational spaces. Hospital schooling (HS) and Home Education (HE) guarantee the right to study (article 26 of the UN International Declaration of Human Rights) and offer the sick student a social context, a place of learning and growth where they can still express the healthy part of themselves. However, the two services are characterized by little contact with the students’ classes and rarely integrate the teaching activities between the different contexts.
Offering the HSs or HBSs social, educational and participatory moments with peers can be considered a "protective factor" both for facing the hospital and/or home stay but also to come back at school. The inclusive hybrid classroom (Benigno et al., 2022) can represent an innovative approach for teaching in the two contexts. The hybridization of space between places and people made possible by networked technologies allows us to hypothesize different participatory and inclusive educational scenarios overcoming the dichotomy between face-to-face and distance learning by also leveraging the use of AI and its applications. The objective of the workshop is to offer participants the opportunity to reflect on the inclusive hybrid classroom model grounding on real situations to identify problems, propose solutions and discuss implications. Active reflection on a case study through questions and answers (Q&A) will provide participants with an understanding of the framework and its possible application in HS and HE contexts.

References (If Applicable)

 Benigno, V., Caruso, G. P., Dagnino, F. M., Dalla Mutta, E., & Fante, C. (2022). Enhancing home education in italian context: teachers’ perception of a hybrid inclusive classroom. Education Sciences, 12(8), 563.

Presentation

Workshop (60 min)

Summary

The consultative role of Finnish hospital school teachers was widely increased with a national project funded by the Ministry of Education in 2021-2024. Consultative work aims to strengthen the knowledge and capacity of mainstream schools, enhance mental health friendly school cultures and support pupils whose school well-being is at risk.

Abstract

The national project of increasing consultative hospital pedagogues has been a groundbreaking development process to the Finnish hospital school network.

In Oulu Hospital School the consultative work is focused on both pupils with psychiatric issues and pupils with serious somatic and neurological conditions such as cancer, brain damages or who are paralyzed or severely disabled due to accidents or infections. 

We also work with pupils who, without having somatic causes, are suffering constant pain and are therefore unable to attend school. They may have many kinds of issues behind the pain, for example undiagnosed dyslexia or other learning difficulties, sensory issues, autism spectrum traits, depression and anxiety. Consultative work becomes highly important when dealing with them and their school attendance, especially as the number of these students seems to be growing each year. 

We work to identify the problems our students may have and, together with the multiprofessional team, try to find the best practices to help pupils' return to school, reduce extra pressure and anxiety, and make sure they will get the support they need to succeed.

In this workshop participants will:

• receive information on the project of increasing consultative hospital pedagogues in comprehensive education

• have an opportunity to learn, discuss and share the best practices that can support both pupils and school adults in mental health capacity building as well as improving school attendance 

• explore exercises that can be used to promote teachers’ professional self-knowledge, and are also suitable for working with students, either as such or slightly adapted.

Presentation

Workshop (60 min)

Summary

Utilising online video platforms to connect students that have received a cancer diagnosis with their peers, whether it be from their enrolled school or fellow inpatients. Furthermore, enhancing engagement in cross-curriculum STEAM subjects through collaborating with outside professionals and organisations. 

Abstract

The isolation experienced by children  living with cancer can hinder their academic and social development. This presentation explores the implementation of an online learning platform designed to connect isolated students, fostering a sense of community and enhancing educational outcomes. 

Through a collaborative approach, author, Hannah Dalton evaluated the effectiveness of this platform in promoting peer interaction, mentorship opportunities, and access to diverse resources. 

This initiative exemplifies the conference theme by demonstrating how technology can be harnessed to create meaningful connections and foster a culture of shared knowledge. The observations underscore the importance of building supportive networks among students, ultimately leading to improved academic outcomes and engagement. This presentation will provide actionable insights for educators and institutions aiming to implement similar strategies, reinforcing the notion that together, we can overcome barriers and enhance the learning experiences of students living with cancer. 

Presentation

Oral Presentation (20 mins)

Summary

There are approximately 3-4 pupils with a LTPHC in every UK classroom. The INSCHOOL parent project assessed the parental perspective on the needs faced by their children and the role parents play in supporting these needs and navigating the school and health systems.

Abstract

Introduction

Previous phases of the INSCHOOL project identified that all young people with LTPHCs share six fundamental needs at secondary school, regardless of their specific condition. The parent project aimed to explore parental perspectives on their child’s life at school and the actions taken by parents to support their child navigate health and school.

Methods

Using a participatory research design, interviews were conducted with 27 parents of CYP with LTPHCs aged 11-18y attending mainstream UK schools. Using the six needs framework, analysis was conducted on interview transcripts and supported by a participatory workshop with parents. 

Results 

Parental data supported the six needs framework:

Need: to safely manage health at school; for a flexible education pathway; to be acknowledged and listened to; to be included in and supported by the school community; to build towards future; to develop attitudes and approaches to support my emotional and mental health in school. 

However, important additional information was provided by parents about their child’s mental health experiences and the important role played by parents to mitigate (plug the gaps in unmet need), advocate (speak up for young people), advise (suggest what to do), and champion (promote equality and inclusion) 

Conclusions

Parents compensate for limitations in the system and have six main asks:

• Confidence their child is safe at school

• A single key contact 

• Medically trained or knowledgeable staff 

• Regular communication 

• Knowledge of rights and responsibilities 

• Mental health and emotional support both for themselves and their child 

Presentation

Oral Presentation (20 mins)

Summary

This workshop showcases a partnership between Hospital School SA and the CAMHS Paediatric Consultation Liaison Service, integrating mental health and education services to support young people's learning journeys. Interdisciplinary collaboration optimizes outcomes for students facing mental health challenges, combining tailored education with therapy to promote wellbeing and successful reintegration into mainstream schooling.

Abstract

This presentation highlights the innovative partnership between Hospital School SA and the CAMHS Paediatric Consultation Liaison Service, based at the Women’s and Children’s Hospital in South Australia. This collaboration bridges mental health care with educational support, benefiting children and adolescents experiencing health and mental health challenges. By integrating therapy with tailored education plans, the initiative supports young people who are hospital inpatients or outpatients, focusing on their transition back to mainstream schooling.

Weekly multidisciplinary meetings enable healthcare and education professionals to collaboratively address students’ academic and therapeutic goals. A distinctive feature of this partnership is the professional development offered to educators, led by CAMHS mental health clinicians. Topics such as self-care, transference, countertransference, communication, and boundaries equip educators to better understand and respond to students' behavioral and emotional needs.

Regular “Reflective Sessions,” facilitated by the CAMHS Lead Family Therapist, provide staff with a confidential space to reflect on their work. These sessions enable educators to consider how their interactions with students and team dynamics influence ongoing educational and therapeutic outcomes. By fostering open discussions about values, assumptions, and challenges, educators develop strategies for creating inclusive, attuned, and responsive learning environments.

This partnership underscores the importance of interdisciplinary collaboration in supporting vulnerable students. Through reflective practices and shared insights, the program demonstrates how integrating mental health and education services enhances student well-being and academic performance, offering a compassionate model for holistic care.

The Busy Reframe initiative, an element of this collaboration has played a role in fostering a reflective and supportive workplace culture. The initiative's emphasis on clarity and empathy has enriched the reflective sessions, empowering staff to navigate their roles with greater insight and resilience.

References (If Applicable)

References

Broom, A. (2021). Mental Health and Wellbeing for Young People in Australia: A Guide for Professionals in Education and Health. Sydney: Australian Academic Press.

Department for Education and Child Development (DECD). (2016). Supporting Children and Young People with Disability in Education. South Australia: Government of South Australia.

McCurry, M., & Scicchitano, M. (2024). The Busy Reframe: Changing words, changing mindsets, changing outcomes. Hospital School SA and CAMHS Consultation Liaison.

Presentation

Oral Presentation (20 mins)

Summary

"Monkey in My Chair" helps children who are undergoing medical treatment to stay connected to school through a teddy bear (monkey) that takes their seat, joins in in activities, and collects notes etc. It fosters inclusion, reduces emotional strain, and builds community. Solas Hospital School introduced it in Ireland.

Abstract

Monkey in My Chair is a heartwarming initiative designed to support children who are undergoing medical treatment by keeping them connected to their school and peers. The aim of this presentation is to outline the overall 'Monkey in my chair' programme. The concept revolves around a large stuffed teddy bear,  that occupies the child’s seat while they are away in hospital. As the child receives treatment, the monkey participates in classroom activities, gets dressed up, and even engages in mischief with classmates, offering a sense of continuity and inclusion for the child. The programme is designed to maintain the child’s bond with school life and create a positive, engaging experience during a challenging time. The bear comes with a backpack, which allows it to collect schoolwork, artwork, and notes from classmates, creating a tangible connection between the child and their peers. Teachers send back photos and updates of the monkey’s adventures, keeping the child involved in classroom activities and helping reduce the emotional strain of missing school. Through discussion with parents the initiative seems to be a wonderful way for both children and families to feel supported, fostering a sense of community and normalcy. Solas Hospital School is the first hospital in Ireland to implement the "Monkey in My Chair" programme, offering a unique, compassionate solution to children facing extended medical treatments. 

Presentation

Oral Presentation (20 mins)

Summary

Children with congenital heart disease (CHD) exhibit below-average neurodevelopmental outcomes. The modifiable factors contributing to this, along with their timely identification, prevention, and intervention, warrant further exploration. The "Strong CHilD" was planned as an epidemiological and longitudinal study, including all children living in Upper Austria with CHD needing surgical interventions.

Abstract

Introduction:

For conceptualization findings of a scoping review, a parent focus group and a feasibility study were combined. In the long term, these children's cognitive development, school career and quality of life are monitored and evaluated. The patients' classmates and teachers receive systemic support as part of an educational concept.

Methods: 

-Cooperation between the hospital and the school: fellow pupils (n=341) and teachers (n=63) are familiarized with the experiences of the heart patient (n=53) in a didactic concept.

-Review on neurodevelopmental assessment tools in children (1-8 years) with severe CHD. 

-Feasibility Study: 20 children from Upper Austria with CHD needing surgical interventions within the first year of life, irrespective of additional disabilities, a hypothesis-driven neurodevelopmental assessment battery applied to 20 children with severe CHD. 

-Parent Focus Groups: Six families with children with non-syndromal CHD and 6 families of children with syndromal CHD discussing on the unmet needs of the families. 

Results: 

-Teachers and classmates: In an inclusive setting, understanding for the student with heart disease increases. Both cognitive performance and behavioral characteristics are better classified by the school environment.

-Scoping Review: 78 articles finally included, disproportionate distribution of neurodevelopmental domains: 53% cognition-associated constructs, 16% psychosocial functioning, 15% language/communication, 13% motor development, & 3% speech production. 

-Feasibility Study: Of the 20 children 70% (14/20) showed abnormal neurodevelopment. Assessment highly accepted by parents & deemed practical by examiners. 

-Parent Focus Groups revealed the need for early & consistent guidance of the families throughout the child's development.  

Conclusion: 

The “Strong-CHilD-Project” aims to identify factors modifiable by interventions that impact the development of children with CHD. Classmates and teachers “speak” the language of children with CHD and support them in their development in an inclusive setting.

References (If Applicable)

Oberhuber RD, Huemer S, Mair R, Sames-Dolzer E, Kreuzer M, Tulzer G. Cognitive development of school-age hypoplastic left heart syndrome survivors: a single center study. Pediatr Cardiol. (2017) 38(6):1089–96. doi: 10.1007/s00246-017-1623-8

Oberhuber RD, Huemer S, Mair R, Sames-Dolzer E, Kreuzer M, Tulzer G. Health-related quality of life of school-age hypoplastic left heart syndrome survivors: a single center study. Cardiology in the Young. (2020) 30(4): 539-548. DOI: https://doi.org/10.1017/S1047951120000554

Hofer J, Blum M, Wiltsche R, Deluggi N, Holzinger D, Fellinger J, Tulzer G, Blum G. Oberhuber RD. Research gaps in the neurodevelopmental heart defects: a scoping review. Frontiers in Pediatrics (2024)12. doi.org/10.3389/fped.2024 1340495

Presentation

Oral Presentation (20 mins)

Summary

With an increasing number of young people unable to attend school due to their mental health needs, The Children’s Hospital School, has developed a 3-tier graduated approach to support young people and mainstream schools as they seek a successful return to education. In addition, a multi-disciplinary team of specialists has been developed to provide integrated, child-centred support.

Abstract

There has been an increase in children missing school due to mental health needs, including those with school-based anxiety, eating disorders and young people who self-harm. Some may have a diagnosis of autism where often; the school environment leads to anxiety levels being heightened.

As a result, hospital schools have become overwhelmed with referrals for support from schools, families and health professionals. To provide timely support where needed, and to intervene earlier when problems are first identified, The Children’s Hospital School in Leicester has developed a 3-tier graduated approach. This follows a model set out by the Department for Education, as part of their SEND and Alternative Provision reforms.

Tier 1 – ‘Targeted support in mainstream schools’ includes training programmes for school staff, mental health support networks and case study consultations.

Tier 2 – ‘Time-limited placements’ where we have introduced an early intervention programme aimed at young people starting to miss school due to health needs. Young people attend part-time for a 12-week period with supported re-integration back to their school.

Tier 3 – ‘Transitional placements’ where young people are unlikely to return to their school so focus on a move to a new provision or are supported through exams before transferring to post-16 education.

The school has also developed a multi-disciplinary team of specialists to provide integrated, child-centred support. This specialist taskforce includes an art therapist, educational psychologist, youth worker, family support worker and careers support. The aim is to improve outcomes including improved attendance, wellbeing, engagement, attainment and transition to school.

References (If Applicable)

Department for Education (March 2023), Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan, Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan

Department for Education (March 2024), Alternative provision specilaist taskforces (APST), Alternative provision specialist taskforces

Presentation

Workshop (60 min)

Summary

This workshop explores strategies for reintegrating students after prolonged school absences using a consensus-based School Reentry Model (SRM) and the WHO’s ICF framework. Participants will analyse Barriers and Facilitators, learn to adapt strategies for individuals and systems, and focus on environmental modifications to enhance inclusion and participation in educational settings.

Abstract

Prolonged school absences due to medical or mental health conditions disrupt children’s social and academic development. Personalization is crucial for fostering resilience and successful reintegration, emphasizing collaboration among education, healthcare, and social support systems while respecting cultural values.

The WHO’s ICF (2007) framework, which identifies barriers and facilitators, offers a systematic approach to designing reentry actions at physical, social, and policy levels. Educators can use this framework to target environmental factors that impact learners’ school participation and broader inclusion.

This workshop has two goals. First, it presents findings from an international Delphi study of interdisciplinary experts that developed a consensus-based School Reentry Model (SRM) (Capurso, Moracci, & Borsci, in press). Second, it demonstrates how to apply the ICF framework to adapt reintegration strategies for individual learners, schools, and stakeholder relationships.

Attendees (i.e., workshop participants) will engage in hands-on activities, including small-group analyses of reentry scenarios to identify environmental barriers and facilitators based on the Delphi results, followed by collaborative planning of inclusive interventions. This interactive design clarifies how environmental factors can act as either obstacles or enablers, shifting focus from individuals’ deficits to systemic modifications.

By shifting attention from individual characteristics to environmental modifications, this workshop enables educators, school psychologists, healthcare professionals, and related service providers to create more inclusive and participatory school environments. Through hands-on engagement with the ICF framework, participants will gain valuable tools and strategies for planning, executing, and evaluating effective school reintegration processes.

References (If Applicable)

Cantor, P., Lerner, R., Pittman, K., Chase, P., & Gomperts, N. (2021). Whole-Child Development, Learning, and Thriving. New York: Cambridge University Press.

Capurso, M., Moracci V., Borsci S., [In press]. Pathways to School Reentry for Children and Young People with a Medical or Mental Health Condition: An International Delphi Study, Continuity in education. doi: https://doi.org/10.5334/cie.159

 World Health Organization, (2007). International Classification of Functioning, Disability, and Health: Children & Youth Version: ICF-CY. World Health Organization. 

Presentation

Workshop (60 min)

Summary

This qualitative data is explored in a larger PhD thesis entitled Supporting students with Acquired Brain Injury in Irish Schools-A mixed methods exploration. Parents' lived experiences from initial diagnosis, through hospitalisation and the return to school provide valuable insight into the impact of teacher knowledge of ABI on their journey.

Abstract

In this section of a broader PhD study which examines  the experiences of parents during their child’s return to school following an acquired brain injury (ABI), key themes emerged around the complex role parents play in the reintegration process. The presentation outlines the parental journey, with three parents sharing experiences through semi-structured interviews. Using Bronfenbrenner's ecological framework, the research categorized insights from the microsystem to the macrosystem. The **microsystem** reveals parents' perceptions of immediate school challenges, with themes highlighting gaps in teacher knowledge about ABI and the physical, social, and emotional hurdles children face in school settings. In the **mesosystem**, parents emphasized the lack of communication and coordination between home, school, and healthcare services, often becoming the primary conduit of information regarding their child’s condition.

The **exosystem** reveals systemic barriers, particularly around inadequate professional training and resources that hinder tailored support, which parents must often advocate for tirelessly. Parents also encounter societal biases within the **macrosystem**, facing assumptions about their child's abilities based on visible or invisible aspects of ABI. This framework highlights the cumulative emotional toll on parents as they manage advocacy, support, and communication responsibilities while coping with their own grief and stress associated with ABI. 

Supported by literature such as Tyerman et al. (2017) on parental isolation and Andersson et al. (2016) on caregiver stress, this study underscores a critical need for streamlined, informed approaches that address both student and family needs across ecological levels. This research provides valuable recommendations for improving interdisciplinary support systems to ensure smoother educational reintegration for children with ABI in which hospital teachers can play a key role.

References (If Applicable)

Andersson, K., Bellon, M., & Walker, R. (2016). Parents’ experiences of their child’s return to school following acquired brain injury (ABI): A systematic review of qualitative studies. Brain Injury, 30(7), 829–838. https://doi.org/10.3109/02699052.2016.1146963&#8203

Tyerman, E., Eccles, F. J. R., & Gray, V. (2017). The experiences of parenting a child with an acquired brain injury: A meta-synthesis of the qualitative literature. Brain Injury, 31(12), 1553–1563. https://doi.org/10.1080/02699052.2017.1341999&#8203

Summary

In which way can we initiate a constructive dialogue with parents, using the integrated ICF model as a guide, starting with parents' requests for help & goals into the rehabilitation process. How can we integrate parents’ request into the team discussion and team report, so that parents feel involved in their child's rehabilitation?

Abstract

Rehabilitation hospital Inkendaal and hospital school Inkendaal, offers (ambulatory) integrated therapy, care and education for children aged 2.5 to 12 with multidisciplinary rehabilitation needs. This study examines how parents are involved in the goal-setting process, to what extent this leads to the formulation of requests for help and which factors contribute to this. It then examines whether the implementation of an ICF pictogram set can be a supportive element in this process.

A quantitative analysis of 73 patient files served to objectify the SMART reporting of parents' requests for help. Surveys of staff (n=26) and parents (n=47) gauged findings and the extent to which involvement was perceived (as important) regarding the goal-setting process. Next, 10 semi-structured interviews were conducted to clarify the opportunities and limitations parents perceived in goal setting. This research was complemented by a literature review with the intent to develop improvement actions.

No specific request for help could be derived from more than 70% of the patient files. In the interviews, parents indicated that they did not have sufficient insight into what could be worked on in Inkendaal, as well as employees indicated that they did not always have insight into parents' requests for help. After implementing the ICF pictogram set, parents were able to articulate their requests for help more concretely.        

The implementation of an ICF pictogram set or list can support parents in concretely articulating help requests and expectations. The reporting of requests for help in the patient file, offers the opportunity to periodically evaluate and adjust goals. It is important that this process of joint goal-setting is embedded in a procedure with a clear division of tasks.

References (If Applicable)

Inspiration: Angeli, J., Schwab, S., Huijs, L., Sheehan, A., (2021). ICF-inspired goal-setting in developmental rehabilitation: an innovative framework for pediatric therapists, Physiotherapy theory and practice 2021, vol. 37, no. 11, 1167–1176.

Presentation

Oral Presentation (20 mins)

Summary

The Royal Prince Alfred Hospital School (RPAHS) in Sydney Australia has created strong systems of practice that facilitate the cycle of learning for students during a hospital stay. RPAHS endeavours to share easy to use assessment and learning tools in literacy and numeracy that can individualise student learning. 

Abstract

Student engagement in learning is strengthened when a young person understands the purpose of the learning task (CESE 2020). When we make learning visible, through the provision of goal setting, continuous feedback, and reflection, a student is more likely to engage in a task and invest in their own learning journey (Hattie 2009). On this premise, the Royal Prince Alfred Hospital School (RPAHS) in Sydney, Australia has transformed its service provision to ensure that all learning during a hospital stay is individualised to meet the student’s need.  

RPAHS has created strong systems of practice that facilitate the cycle of learning for students during a hospital stay. Our cycle of learning includes easy to use formative assessment tools, in literacy and numeracy, which provides tangible data for teachers to differentiate lessons to meet the learning need of the student. RPAHS has innovatively incorporated visible learning tools, including prepared learning intention and success criteria (LISC) prompt cards which can be used in any flexible learning space, especially in hospital schools.

LISC prompt cards give teachers the tools to focus on the objective and purpose of a lesson, while providing students with the success criteria to help them achieve their lesson goals. Our LISC prompt cards have been prepared to meet the curriculum outcomes from kindergarten to high school level and allow teachers to differentiate lessons with ease after a formative assessment tool has been used. 

RPAHS will share our LISC prompt cards, formative assessment tools and lesson plans so that teachers have the tools to make learning visible for students.    

References (If Applicable)

Centre for Education Statistics and Evaluation. (2020). What works best: 2020 update. NSW Department of Education. https://www.cese.nsw.gov.au

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge Abindon.

Presentation

Workshop (60 min)

Summary

A practical workshop to show how art, collaboration and participation can all help break down the barriers faced by young people in hospital.  The workshop will include a practical activity woven through a retrospective of participatory art and international collaborations in hospital education.

Abstract

For the past 20 years I have been facilitating art and devising creative workshops for an extremely diverse group of young people. These young people face a wide range of different challenges and for those in hospital, the added pressure of health concerns and the unfamiliar can add to their anxieties.

Art can be so many different things to different people: a form of distraction, a therapeutic tool, an exam subject, a hobby. For young people with medical or mental health needs, being able to access and enjoy art, despite the challenges they face, can be immensely beneficial.

As an artist, with experience teaching in both medical and mental health specialist sites, my role is to act as a catalyst for the students’ ideas, using my skills to enable young people to engage and discover a sense of achievement through their art work. Tapping into a point of interest, engaging students in an art project, or simply motivating and supporting are ways to break down social barriers and encourage enthusiasm. 

In this presentation I will reflect on my own experiences teaching art in hospital schools and highlight the importance of art, as a powerful tool for learning. Through case studies and a practical led workshop, I will share creative ideas on how art can be used to; encourage participation, collaboration, bring awareness to social/environmental issues, as well as acting as a stimulus to other curriculum subjects.

Presentation

Workshop (60 min)

Summary

This study examines the post-pandemic trend of home education, analyzing whether it has led to long-term changes toward inclusion-oriented teaching practices. A survey of 159 homebound education teachers in Liguria reveals that although distance learning is still adopted, interaction with the classroom remains limited, while traditional teaching strategies persist.

Abstract

The Covid-19 pandemic forced the widespread adoption of distance learning to ensure the continuity of educational activities (Williamson et al., 2020). In Italy, this also had an impact on Home Education (HE) services, since it gave homebound students with health issues the unprecedented opportunity to attend classes remotely as their classmates (Benigno et al. 2022).

Indeed, traditionally the HE in the Italian context is mainly based on individual teaching at the student's home with sporadic interaction with their classmates.

Covid-19 pandemic gave the chance to experience different educational scenarios which have affinities with the model of inclusive hybrid classroom proposed by Benigno et al. 2015, opening up a change from traditional HE.

This study aimed to monitor, in the school years 22/23 and 23/24, the evolution and implication of this phenomenon. An online survey was compiled by 159 HE teachers at Liguria region schools, who have taught in this period at least one HE student.

Results show a growing trend towards distance learning, but most teachers still adopt a 1:1 synch teaching mode, typical of the face-to-face pre-covid homebound setting (Shaw et al., 2014). This trend is reflected also in the educational strategies, with a predominant use of frontal lesson.

Collaborative strategies, which could involve homebound students in their classroom activities, were rarely used, and consequently, the integration of videoconferencing tools and collaborative software as well.

These results suggest that, after the pandemic, distance learning methods continues to be embraced, partially or entirely, by a significant number of teachers without, however, fostering greater inclusion of homebound students in the relationships with their classroom or bringing relevant changes in teaching practices.

References (If Applicable)

Benigno, V., Caruso, G. P., Dagnino, F. M., Dalla Mutta, E., & Fante, C. (2022). Enhancing Home Education in Italian Context: Teachers’ Perception of a Hybrid Inclusive Classroom. Education Sciences, 12(8), 563. https://doi.org/10.3390/educsci12080563

Benigno, V., Caruso, G.P., Fante, C., Ravicchio, F., & Trentin, G. (2015). The TRIS project and the socio-educational inclusion of homebound students. International Journal of Technology and Inclusive Education, Special Issue 2(1). https://doi.org/10.20533/ijtie.2047.0533.2015.0088

Shaw, S. R., Clyde, M. A. J., Sarrasin, M. (2014). Homebound instruction for students with chronic illness: reducing risk outside of the box. Health Psychology Report, 2(1), 1-9. https://doi.org/10.5114/hpr.2014.42786

Williamson, B., Eynon, R., Potter, J. (2020). Pandemic Politics, Pedagogies and Practices: Digital Technologies and Distance Education during the Coronavirus Emergency. Learning Media and Technology, 45(2), 107–114. https://doi.org/10.1080/17439884.2020.1761641

Presentation

Oral Presentation (20 mins)

Summary

Every child has a right for this very moment. Based on a comprehensive view of the human being the main aim of this study was to show there are many possibilities even in this very vulnerable period of life because students want to find meaning in their work for school.

Abstract

Background-context-aims:

Every child has a right for this very moment. Based on a comprehensive view of the human being the main aim of this study was to show there are many possibilities even in this very vulnerable period of life.

Methods:

Study inclusion criteria: Pupil in pediatric palliative care.

Descriptive study including case reports from children aged 6-15 on a neuro-oncology ward.

10 children were taught in classroom on neuro-oncology ward, day hospital or at home. Period of study: 2019-2024

Observation of lessons – however unique they were.

The main research question was: What needs do pupils have in this period of their life regarding school/related to their learning experiences at school?

Results:

Students want to show (themselves) what they are (still) capable of achieving.

Students want to find meaning in their work for school – the students` learning goals must relate to the here and now.

The parents of the 10 children report that their children really enjoyed their school lessons.

Conclusions:

As teachers, as interdisciplinary team, as society we are responsible to meet the needs of young people who are (still) learning with curiosity– also in palliative situation. Teaching is part of the life support that we as members of a humanistic society should offer.

It is urgently necessary that teacher training addresses existential questions of human existence.

References (If Applicable)

Mauss S., School in Hospital (Heilstättenschule), Medical University of Vienna, Department of Pediatrics and Comprehensive Center for Pediatrics (CCP), Vienna, Austria

Azizi A., Peyrl A., Medical University of Vienna, Department of Pediatrics and Comprehensive Center for Pediatrics (CCP), Vienna, Austria

Hennenberg B., Department of Music Education Research, Music Didactics and Elementary Music Education, University of Music and Performing Art, Vienna, Austria

Giordano V., Department of Pediatrics, Comprehensive Center for Pediatrics (CCP), Division of Neonatology, Pediatric Intensive Care and Neuropediatrics, Medical University of Vienna, Vienna, Austria

Presentation

Oral Presentation (20 mins)

Summary

The presentation will showcase key findings from a research project aimed at developing a curriculum for the training and professional development of hospital school teachers. In addition to discussing the implications of these findings, practical implications for everyday teaching in hospital schools will be addressed.

Abstract

The Pb-KuS project (granted by Movetia 2023-1-CH01-IP-0055) aims to develop a curriculum for the training and professional development of hospital school teachers for pupils with somatic, psychological and mental illnesses. This involves a theory-driven and empirical analysis of the current state and needs, conducted in collaboration with hospital schools and partner universities in Austria, Germany and Switzerland. The subproject "Current State and Needs Assessment" systematically investigates the field of hospital education with the help of a survey of around 230 hospital school teachers to identify the existing levels of professional competencies, needs, curricula and subject-specific knowledge among hospital school teachers. This process includes assessing the current status from the perspective of hospital school teachers and comparing it with the ideal requirements for initial and further training in this area, as stated in the scientific literature and by the hospital teachers surveyed.

In this presentation, we will share selected findings and contextualize them within hospital school practice. Building on the identified needs, the presentation takes a closer look at practice: Which good practice experiences of approaches and concepts exist? Where might there be hurdles and challenges?

Not only does the analysis underscore the unique challenges faced by hospital school school teachers, but it also provides actionable insights into the development of a curriculum that addresses these challenges effectively. In our presentation, we are going to discuss both: the implications of these findings for the professionalization and support of hospital school teachers and the practical implications in everyday hospital school settings.

References (If Applicable)

Langnickel, R., Link, P.-C., Hövel, D. C., Gingelmaier, S., Hoanzl, M., Wamsler, F., Markowetz, R., Dos Santos Gomes, L. A., Falkenstörfer, S., Höglinger, K., Schellenberg, C., Willke, M., Turner, A., Rockenbauer, G., Sommer, N., Schwarzer, N.-H., Schumacher, K., Walther, K., Jagsch-Budschedl, D., Meister, M., Ebinger, A., Niethammer, H., & Bakels, E. (2024). Entwicklung eines Curriculums für eine Pädagogik bei Krankheit und für Lehrpersonen in Spitalschulen: Projektvorstellung. Schweizerische Zeitschrift für Heilpädagogik, 30 (1), 58–58.

Presentation

Oral Presentation (20 mins)

Summary

Building on the literature review and findings of my doctoral study “Kansas to Oz” - An exploration of post-primary teachers’ knowledge of student transition from primary to post-primary in Ireland, this paper examines the insights and implications of my study’s findings on my teaching practices as a hospital schoolteacher in Ireland. 

Abstract

National and international studies consistently highlight that the transition from primary to post-primary education is fraught with various anxieties and concerns for students. Nevertheless, these anxieties appear to subside by the end of the first term in post-primary school. However, for some students, the transition may be more protracted with research suggesting that the statistic is 1 in 6 students within an Irish educational context. Yet these difficulties are not always a result of the transition to a new school environment. It has been posited that the wellbeing of students appears to be more closely tied to individual conditions rather than school-specific factors. This is especially true of students with additional educational needs and those with lower self-esteem who tend to experience a more negative transitioning experience. Building on the literature review and findings of my doctoral study “Kansas to Oz” - An exploration of post-primary teachers’ knowledge of student transition from primary to post-primary in Ireland, this paper examines and reflects on the insights and implications of my study’s findings on my teaching practices as a hospital schoolteacher in Ireland. It considers what practices can support students and what can be learned from hospital school settings to support transition in mainstream schools. It also considers how a new Action model for Transition called the ‘Three Ts of Transition: Transition of, for and as Learning that emerged from the doctoral study could be used to inform teachers about transition and anchor change in practice through a more reflective lens.

References (If Applicable)

Äärelä, T., Määttä, K., & Uusiautti, S. (2018). The challenges of parent–teacher collaboration in the light of hospital school pedagogy. Early Child Development and Care, 188(6), 709-722.

Barnes-Holmes, Y., Scanlon, G., Desmond, D., Shevlin, M., & Vahey, N. (2013). A study of transition from primary to post-primary school for pupils with special educational needs. NCSE. Dublin.

Bell, S., Devecchi, C., Mc Guckin, C., & Shevlin, M. (2019). Making the transition to post-secondary education: opportunities and challenges experienced by students 382 with ASD in the Republic of Ireland. Postsecondary educational opportunities for students with special education needs, pp.55-71.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2008). What makes a successful transition from primary to secondary school? Nottingham, United Kingdom. Retrieved from: https://ro.uow.edu.au/cgi/viewcontent.cgi?article=3431&context=sspapers

Hargreaves, L., & Galton, M. (2002). Transfer from the primary classroom: 20 years on: RoutledgeFalmer. London.

Holland, K., Sun, S., Hosseinian-Far, A., Southwell, N., & Smith, M. (2019, 1st-3rd July). Knowledge within transitions: Knowledge transfer management within the primary to secondary transitional stage. Paper presented at the EDULEARN19, Palma, Spain.

Hopwood, B., Hay, I., & Dyment, J. (2016). The transition from primary to secondary school: Teachers’ perspectives. Australian Educational Researcher, 43(3), pp.289-307. http://doi.org/10.1007/s13384-016-0200-0 392

Jindal‐Snape, D., & Cantali, D. (2019). A four‐stage longitudinal study exploring pupils’ experiences, preparation and support systems during primary–secondary school transitions. British Educational Research Journal, 45(6), pp.1255-1278. http://doi.org/10.1002/berj.3561

Keehan, S. (2021). Continuing education in Irish hospital schools: Provision for and challenges for teachers. Continuity in Education, 2(1), 42.

McNamara, F. (2024). The professional development needs of hospital teachers in Ireland: an exploratory case study. Continuity in Education, 5(1), 50.

Prendergast, M., O’Meara, N., O’Hara, C., Harbison, L., & Cantley, I. (2019). Bridging the primary to secondary school mathematics divide: teachers’ perspectives. 400 Issues in Educational Research, 29(1), pp.243-260. Retrieved from http://hdl.handle.net/10344/7515

Primary Education. Liffey Press. ESRI. Dublin.

Smyth, E. (2017). Growing Up in Ireland report titled off to a good start? Primary school experiences and the transition to second-level education (5). Retrieved from Dublin: https://www.growingup.gov.ie/pubs/Off-to-a-Good-Start-Report.pdf

Smyth, E. (2018). The transition to primary education: Insights from the Growing up in Ireland study. Retrieved from https://www.esri.ie/publications/the-transition-to[1]primary-education-insights-from-the-growing-up-in-ireland-study

West, P., Sweeting, H., & Young, R. (2010). Transition matters: pupils' experiences of the primary-secondary school transition in the west of Scotland and consequences for the well-being and attainment. Research Papers in Education, 25(1), pp.21-50. 405

Presentation

Oral Presentation (20 mins)

Summary

The presentation outlines the development of an autonomous clinical school at Hôpital Robert Schuman Kirchberg, Luxembourg, highlighting key milestones, challenges, best practices, and interdisciplinary collaboration. Insights from interviews with educators and healthcare professionals inform recommendations for future improvements in youth psychiatry education.

Abstract

Abstract: The transition of school teachers in youth psychiatric clinics to establishing an autonomous clinical school is critical for ensuring educational continuity for children and adolescents undergoing treatment. 

In this presentation, we will detail our transformative journey over the past four years at Hospital Robert Schuman Kirchberg Luxemburg (KB) as we shifted from traditional educational models to creating our own clinical school tailored specifically for youth psychiatry. We will explore the developmental phases of this initiative, highlighting key milestones and the challenges encountered during this significant change. Our current status report will emphasize successful "Best Practice" examples that showcase innovative teaching methods and interdisciplinary collaboration within our clinical school framework. Additionally, we will present findings from an extensive analysis of interviews conducted with educators and healthcare professionals. These insights provide a unique perspective on the impact of our newly established clinical school and form a solid foundation for future improvements. The presentation will conclude with actionable recommendations and a forward-looking perspective on how our clinical school can continue to evolve to meet the diverse needs of our students. 

References (If Applicable)

• Walter, D., & Döpfner, M. (2009). Leistungsprobleme im Jugendalter. Hogrefe.

• Froschauer, U., & Lueger, M. (2003). Das qualitative Interview. WUV UTB.

• Glaser, B., & Strauss, A. L. (2005). Grounded Theory. Huber.

• Sacher, W. (2007). Medienerziehung und didaktische Mediennutzung. In Apel, H., & Sacher, W. (Hrsg.), Medienerziehung und Mediennutzung (S. 404–418).

• Schorb, B., & Theunert, H. (1979). Seminar: Einführung in die rezeptive Medienarbeit. medien+erziehung, 4(1979).

• Katz, E., & Foulkes, D. (1962). On the use of the mass media as »escape«: Clarification of a concept. Public Opinion Quarterly, 26(3), 377–388

Presentation

Oral Presentation (20 mins)

Summary

This workshop presents the Pb-KuS project, aiming to fill gaps in university-level education for pedagogy during illness in German-speaking countries. Participants will discuss and contribute to developing a curriculum for a part-time Master’s program, thereby enhancing educational opportunities for students with medical challenges through international collaboration.

Abstract

Since the 1970s, the need for comprehensive teacher training in Germany has been recognized, emphasizing additional expertise in pedagogy, didactics, organizational  competencies, and platforms for reflection and exchange (Gratzer & Krisemendt, 1978; Wienhues, 1979; Castello & Pülschen, 2018). However, appropriate tertiary-level university education focused on pedagogy during illness remains lacking in German-speaking countries.
Continuity in Education for children and adolescents with medical challenges aims to support students with medical conditions but also requires stronger academic foundations (Stein, 2010, 2020). Recent discourse analyses indicate that the field’s understanding is primarily rooted in hospital school practice and needs a more robust theoretical framework (Elbracht et al., 2023). While research addresses challenges like student reintegration and transitions, systematic and evaluated approaches are insufficient. Moreover clinical environment prevention and health promotion are under-researched (Casale et al., 2018).
The international project “Pedagogy during Illness and Hospital School Pedagogy (Continuity in Education)” (Pb-KuS), funded by the Swiss foundation Movetia (Project No.: 2023-1-CH01-IP-0055), aims to address these gaps. It seeks to fill research deficits, promote interdisciplinary exchange, and develop a curriculum for a part-time Master’s program in Pedagogy during Illness in German-speaking countries, collaborating with practitioners.
This workshop will introduce the Pb-KuS project and briefly present preliminary results. Participants will engage in critical discussions to integrate further ideas from the international practice and research community. The workshop offers an opportunity to contribute valuable insights for curriculum development, ultimately enhancing educational opportunities for students with medical challenges. We look forward to stimulating discussions.

References (If Applicable)

Casale, G., Hövel, D. C., Hennemann, T., & Hillenbrand, C. (2018). Prävention und psychische Gesundheitsförderung in der Schule: Entwicklung und Perspektiven. In H. Christiansen, D. Ebert & B. Röhrle (Hrsg.), Prävention und Gesundheitsförderung: Bd. VI. Entwicklungen und Perspektiven (S. 245–285). DGVT-Verlag.

Castello, A., & Pülschen, S. (2018). Unterricht an Klinikschulen in Schleswig-Holstein. Zeitschrift für Heilpädagogik, 69(7), 327–333. 

Elbracht, S., Langnickel, R., Lieberherr, B., Hoanzl, M., & Gingelmaier, S. (2023). Pädagogik bei Krankheit (PbK) als Handlungsfeld der ESE-Pädagogik? Eine wissenssoziologische Diskursanalyse der Pädagogik bei Krankheit. Emotionale und soziale Entwicklung in der Pädagogik der Erziehungshilfe und bei Verhaltensstörungen (5), 50–69.

Gratzer, P., & Krisemendt, A. (1978). Krankenhausschule – ein Gegenstand sonderpädagogischer Forschung? Zeitschrift für Heilpädagogik, 29(2), 111–112. 

Stein, R. (2010). Kranke Kinder in der Regelschule. SchuPS. Zeitung des Arbeitskreises Schule und Psychiatrie (19), 4–11.

Stein, R. (2020). Die Rolle der Pädagogen als Gelingensmerkmal der Arbeit an Schulen für Kranke. SchuPS. Zeitung des Arbeitskreises Schule und Psychiatrie (29), 23–25. 

Wienhues, J. (1979). Die Schule für Kranke: Ihre Aufgaben in der pädagogischen und psychosozialen Betreuung kranker Kinder. Schindele.

Presentation

Workshop (60 min)

Summary

As Chairperson of the HELP Alliance I would like the opportunity to raise the profile of the HELP Alliance to the participants at the HOPE Conference. The aim is build a strong and sustainable relationship with similar organisations/alliances from around the world.

Abstract

The Health, Educators, Learners and Parents (HELP) Alliance is an association of Asia Pacific educators and associated stakeholders dedicated to supporting students, within hospitals and in the community, who have chronic medical and/or mental health needs.

Vision

To bring together education and health professionals to form an Alliance which ‘unifies our voice’ and allows us to work collaboratively to improve educational outcomes for children and young people who are living with chronic medical and/or mental health needs.

Core Functions

The HELP Alliance’s Core Function is to improve outcomes for children and young people by:

• working collaboratively with peers to develop the best practice and to raise the standards of education for children and young people who have medical and/or mental health needs

• advocating for exemplary education for children with medical and/or mental health needs

• increasing awareness of the educational rights and requirements for students with medical and/or mental health needs

• supporting ongoing collaboration amongst medical, health and education colleagues

• providing the opportunity for members to build a strong and supportive professional learning community

• promoting and sharing research to support, validate and guide best practice.

Aims

HELP Alliance aims to achieve its vision by:

• connecting colleagues

• building trust

• enabling dialogue

• embracing collaborative practices

• generating and sharing new knowledge, understanding and skills

• sharing research and best practice

• developing and promoting HELP Alliance events (professional learning, conferences etc.)

References (If Applicable)

Not Applicable

Presentation

Oral Presentation (20 mins)

Summary

This workshop explores the benefits and challenges of shared medical confidentiality in hospital education for students with mental health issues. It highlights ethical concerns, legal frameworks, and teachers' strategies, fostering reflection on using sensitive medical information to create supportive, individualised pathways while balancing the associated complexities and institutional policies.

Abstract

Maintaining a dynamic link between teaching teams and medical staff is a major challenge for hospital school structures. One of the tokens of this collaboration and of the trust placed in the joint medical-school offer is cross-disciplinary sharing, when experts from very different institutional backgrounds meet to compare their observations and pass on sensitive information, making it possible to build up a bespoke individual pathway for students facing mental health issues.

From the teacher's point of view, access to shared medical confidentiality can be an invaluable tool in the teaching strategies and pragmatic approach to be favoured.

However, this necessary breach from a traditionally medical prerogative requires in-depth questioning of the ethical framework and the practical consequences of being a recipient of this sensitive data for teachers.

This workshop will question the added value of shared medical confidentiality in the provision for young people with mental health issues.

Participants will be invited to reflect on the latitude they have to develop individual and supportive approaches, in accordance with the legal framework of their country and the policy of their school.

They will identify the positive impacts and limits of access to medical information for students who have been hospitalised.

An exploration of situations where knowledge of medical diagnoses or accounts of traumatic experiences can be an asset but also a source of difficulties for teachers will be encouraged.

A case-study on the specific issue of sexual abuse will provide concrete material to inspire practical teaching ideas within the workshop. 

Presentation

Workshop (60 min)

Summary

A workshop that shares proven teaching tools and practices using real-life situations and cases to enable participants to reflect on, modify and improve their own teaching in a psychiatric setting.

Abstract

Successfully teaching young people with complex mental illnesses and a history of very challenging life and schooling experiences requires a special set of tools. Being able to understand, read and appropriately react to a child’s behaviour is key in order to channel this behaviour towards a desired outcome, e.g. less destructive approach to self when faced with schooling, behavioural change, and eventually, learning.

In this workshop, successfully proven trauma-informed teaching practices and tools from a closed psychiatric setting will be introduced and shared. They will be applied to real-life situations and cases with real-life learning outcomes. Participants are then encouraged to share their own real-life teaching challenges which will be discussed in light of the said tools. Participants will be enabled to reflect on, modify, and improve their own teaching practices in their psychiatric school setting.

Dirk Zadra is a teacher in a closed youth forensics ward, the only such facility in Switzerland. When he started there four years ago, he had to throw out all of his tried and tested teaching techniques because they did not work. The new methods he developed have been recognised by senior medical staff and Swiss authorities as being highly effective in managing the educational and well-being needs of these adolescents.

Dirk Zadra holds a PhD, MBA, Grad Dip Ed, and Certificate in Trauma Pedagogy.

Presentation

Workshop (60 min)

Summary

We explore if teachers who engage with heterogenous learners and multidisciplinary teams in hospital schools, are simultaneously challenged to question teacher role and identity, while focusing on whole child development and how we can implement changes to initial teacher education programmes to ensure teacher agency is central to practice.

Abstract

Schools constitute spaces where all types of learning occur, academic, social, emotional; where learners establish supportive relationships, belonginess and purpose or whole child development (Darling-Hammond et al., 2019). We maintain that teacher agency should underpin initial teacher education, to meet the complex needs of learners in varied learning contexts. Utilising Kaplan et al (2015) Dynamic Systems Model of Role Identity, we explore if teachers who engage with heterogenous learners and multidisciplinary teams in hospital schools, are simultaneously challenged to question teacher role and identity, while focusing on whole child development. We explore what we can learn from hospital schoolteachers experiences and what changes are needed to initial teacher education programmes, by examining if the hospital school environment enables agentic teachers, challenging them to question values and how to foreground the child’s needs amid existing policies, structures and practices while developing trust and connections among staff and families.

Utilising narrative identity inquiry methodology (Marshall, 2022), findings from interviews with 16 schoolteachers, in three hospital schools in the Republic of Ireland are discussed. Using thematic analysis, similarities and differences in experiences of agency relating to social relations, trust, power, ideas and values are identified and organised under four themes; New skill sets; Team membership; Socioemotional awareness; Advocate for Child-centred. 

In order to foreground teacher agency within initial teacher education programmes, the findings indicate the for a stronger emphasis on addressing skills of negotiator and team member;  ensuring ‘normalcy’ in social-emotional development of learners; linking whole child development to the inter-related nature of cognitive, physical and socio-emotional development; the importance of compulsory teaching practice in settings which challenge pre-conceived goals, values, understandings, beliefs and expectations.  

References (If Applicable)

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019): Implications for educational practice of the science of learning and development, in Applied Developmental Science, 1-44.

Kaplan, A., Garner, J. K., & Semo, S. (2015). Teacher role-identity and motivation as a dynamic system. In Annual Meeting of the American Educational Research Association. 

Marschall, G. (2022). The role of teacher identity in teacher self-efficacy development: the case of Katie. Journal of Mathematics Teacher Education, 25(6), 725-747.

Presentation

Oral Presentation (20 mins)

Summary

Educational advisor Katie and her daughter Robin like to make clear that staying in touch with education and being supported by teachers can be helpful for students suffering from Anorexia Nervosa.

Robin will tell her personal story; how did going to school help her dealing with her eating disorder.

Abstract

In this interactive session hospital teacher Katie and her daughter Robin discuss how school can be of support when a student suffers from Anorexia Nervosa (AN).  

Anorexia Nervosa is an eating disorder that afflicts significant numbers of adolescent and young adult men and women.  It is an increasing problem in children and adolescents.  

Our goal is to put our own experience as a means of teaching others and share a story of hope.  

In a unique combination of stories coming together we like to make clear that keeping in touch with education and being supported by your teachers can beeffective and helpful for students suffering from AN.  

 This story of best practice is based on several points of view:  

-Robin, the student who was ill,   

-Katie, Robins mother and experienced hospital teacher who also dealt with many more students with AN in her professional life,  

-Robin's former teacher, who will share her view on this situation (on video).  
 

Robin will tell her personal story: how did going to school and being taken seriously as a student help her in dealing with her eating disorder.   

Together with Katie and participants this will be put in a broader perspective:  

Our object 

is creating awareness and sharing and discussing with our European colleagues in what way hospital teachers/ homeschool teachers can be of aid for students suffering from AN. And how they can be supported when dealing with students with AN. 
 

References (If Applicable)

-Katherine A. Halmi (2009) Anorexia nervosa: an increasing problem in children and adolescents, Dialogues in Clinical Neuroscience, 11:1, 100-103, doi: 10.31887/DCNS.2009.11.1/kahalmi  

-Solmi, F., Downs, J. L., & Nicholls, D. E. (2021). COVID-19 and eating disorders in young people. The Lancet Child & Adolescent Health, 5(5), 316-318. doi:https://doi.org/10.1016/S2352-4642(21)00094-8  

-Lock, J., & Grange, D. L., PhD. (2018). Help Your Teenager Beat an Eating Disorder, Second Edition (2nd Revised edition). Tantor Audio.  

-Muhlheim,L.,&Collins,L.(2020) When Your Teen Has an Eating Disorder. Readhowyouwant  

-Tolenaar, R.(2014) Strijd-Robin vs Anorexia. Boekscout.  

-Bos,P.,&Conijn,B.(2011) Wat als mijn leerling een eetstoornis heeft?-Handleiding voor professionals. Buro Puur. 

Presentation

Workshop (60 min)

Summary

This presentation explores the impact of German schools on children's health, emphasizing risk and protective factors. It examines inequalities exacerbated during the COVID-19 pandemic and highlights lessons from hospital teachers, whose empathetic, individualized approaches can inspire mainstream educators to create inclusive environments that foster students’ well-being alongside academic success.

Abstract

This presentation examines whether attending German schools negatively impacts the health of children and adolescents, focusing on risk and protective factors essential for promoting "Child Public Health." Schools, as key environments in the socialization process, play a dual role—offering refuge for some while exposing others to stressors. Protective factors such as social support and quality education are crucial, yet many children face adverse conditions, particularly during the COVID-19 pandemic.

Disparities in access to resources disproportionately affect students from low socioeconomic backgrounds. Challenges such as overcrowded living conditions, limited digital access, and bureaucratic barriers worsened inequalities, leaving many without adequate educational support. The transition from primary to secondary school intensifies these issues, with biases, inadequate guidance, and academic pressures derailing vulnerable students' potential, impacting mental health and future prospects.

The presentation highlights what schoolteachers can learn from educators working in hospitals. Hospital teachers often adopt a highly individualized, empathetic approach, focusing on students' emotional and physical well-being alongside academic progress. These practices, including flexibility, patience, and prioritizing mental health, provide valuable insights into creating supportive, inclusive school environments. Incorporating these strategies into mainstream schools can help mitigate risk factors and promote the holistic development of all students.

This exploration sheds light on the urgent question: Does school negatively affect children's health? It offers actionable insights to transform educational spaces into environments that foster both academic success and well-being.

Presentation

Oral Presentation (20 mins)

Summary

In Kiinamylly hospital school we use animal-assisted interventions in the education more or less on daily basis. The aim is to develop the student’s well-being, self-knowledge, emotional intelligence and communication skills.

Dogs visit us several times a week and in one of our classrooms lives a conch and three cockroaches.

Abstract

Animal-Assisted Interventions in Kiinamylly Hospital school

In Kiinamylly hospital school we use animal-assisted interventions in the education more or less on daily basis. The aim is to develop the student’s well-being, self-knowledge, emotional intelligence and communication skills.

In our school we use animal-assisted intervention both as an individual and as a group activity. Dogs visit us several times a week and in one of our classrooms lives a conch and three cockroaches. The students also have the chance to visit a animal-assisted therapy farm where there is a range of different animals.

We have seen the students’ abilities to function and participate increases thanks to the animals. The animals also create a positive atmosphere where it can be easier to talk about feelings and how to recognize different kinds of feelings.

The method is used both in the somatic and psychiatric wards and outpatient care. The oncology ward visits the farm online and the students can participate in the care taking of the farm animals.

We have noticed that when the students spend time with animals they easily forget about their sorrow, anxiety and problems. The animal gives the child/youngster undivided attention. The moment can give the students strength to carry on.

Presentation

Oral Presentation (20 mins)

Summary

This oral presentation explores the critical role of education for children with medical needs, focusing on the unique environment of hospital schools. Drawing from action research conducted at a Norwegian hospital school, the study highlights the importance of building strong relationships and leveraging interdisciplinary cooperation to support the educational and emotional well-being of young patients.

Abstract

The research underscores the challenges and opportunities in hospital pedagogy, particularly the integration of social pedagogy and natural sciences. It emphasizes the need for continuous, updated research to adapt educational practices to the evolving needs of hospitalized children. Key findings reveal that fostering a sense of normalcy and continuity through tailored educational activities can significantly enhance students' motivation and engagement.

A practical example from the study involves using baking sessions as a pedagogical tool to create a positive, interactive learning environment. These sessions not only facilitate academic learning but also promote social interaction and emotional support, crucial for children undergoing medical treatment.

The presentation will provide insights into effective strategies for hospital educators, including the development of personal competence, situational awareness, and self-understanding. It will also discuss the importance of interdisciplinary collaboration between educators, healthcare professionals, and social workers to create a holistic support system for young patients.

Attendees will gain practical knowledge on implementing similar approaches in their settings, fostering a collaborative community of practice dedicated to improving the educational experiences of children with medical needs.

References (If Applicable)

Bjørnsrud, H. (2005). Rom for aksjonslæring. Oslo: Gyldendal.

Frønes, I. (2017). Kompetansesamfunnets utfordringer. Bunting, M., & Moshuus, G. (2017). Skolesamfunnet: Kompetansekrav og ungdomsfellesskap. Oslo: Cappelen Damm akademisk, s. 17-32.

Kvello, Ø. (2021), Samtaler med barn og ungdom. Bergen: Fagbokforlaget.

Lone, A., & Halvorsen, T. (2019). Sosialpedagogiske perspektiver. Oslo: Universitetsforlaget. 

Røkenes, O. H., & Hanssen, P.-H. (2017). Bære eller briste (4. utg.). Bergen: Fagbokforlaget. 

Raundalen, M., & Schultz J.-H. (2016). Krisepedagogikk (2. utg.). Oslo: Universitetsforlaget.

Skau, G. M. (2017). Gode fagfolk vokser - Personlig kompetanse i arbeid med mennesker (5. utg., Vol. 2018). Oslo: Cappelen Damm.

Ulvik, M., Riese, H., & Roness, D. (2016). Å forske på egen praksis. Bergen: Fagbokforlaget

Presentation

Oral Presentation (20 mins)

Summary

This workshop will share insights into the planning process of a festival, 'Temple Fest' in the hospital setting - including collaboration with multidisciplinary teams, and strategies for overcoming challenges unique to hospital schools. Attendees will leave with practical ideas for implementing similar thematic approaches in their educational settings to enrich learning and support holistic well-being.

Abstract

Introducing a festival-themed approach to education offers a unique opportunity to foster creativity, cultural exploration, and emotional well-being within a medical setting. This workshop outlines the development, implementation, and impact of a festival-themed curriculum in a hospital school environment. The festival theme incorporates a series of interdisciplinary, celebratory activities that reflect artistic expressions, and community-building practices. Activities include art workshops, sensory storytelling, music sessions, and interactive games. These activities are thoughtfully adapted to accommodate the physical, emotional and cognitive needs of students in a hospital setting - ensuring accessibility and inclusivity. The festival theme enhances student engagement, boosts morale, and provides a platform for self-expression and social connection. Additionally, it supports academic goals by integrating subject-specific learning through creative means. Feedback from students, parents, and staff highlights the theme’s effectiveness in creating a joyful, stimulating environment that alleviates the emotional challenges of hospitalization for all. 

Presentation

Workshop (60 min)

Summary

School of Special Educational Needs: Medical & Mental Health has developed a tailored tool to support staff to better meet students' diverse education and transition needs. The Learner Profile facilitates meaningful conversations, promoting student voice and understanding of learning needs, preferences and goals in order to create inclusive environments, develop individual programs, assess progress and plan successful transitions.

Abstract

The School of Special Educational Needs: Medical and Mental Health (SSEN:MMH) is a Department of Education specialist school in Western Australia that serves K-12 students with medical or mental health challenges which prevent them from successfully participating in their regular school programs. Using the LETS model (Liaison, Education, Transition & Support), SSEN:MMH provides educational continuity and support for over 5,000 students annually, in partnership with health in more than 40 inpatient, day program and community settings.

The school's mission is to offer educational services and liaison support to these students, helping them transition back to their schools or enter into an education program that best suits their needs. In 2022, SSEN:MMH collaborated with the University of WA to develop the SSEN:MMH Learner Profile through a process of data evaluation, research and current resource analysis.  This whole-school tailored tool was designed to help staff facilitate a discussion with students on how their learning experience can be maximised. The Learner Profile promotes student self-awareness and metacognition, while guiding staff in creating inclusive, differentiated programs and assessing student progress. The Learner Profile has been successfully integrated across all teaching and liaison programs, with qualitative and quantitative feedback confirming its value in enhancing practice and facilitating effective communication between SSEN:MMH staff, enrolling schools and health teams to best support the diverse learning needs of our student cohort. 

Presentation

Oral Presentation (20 mins)

Summary

This article highlights the role of OŠ Ledina, Hospital School, in providing essential educational support to children undergoing cancer treatments. By offering a learning environment within the hospital, the Hospital school ensures that children remain connected to their education and social networks, fostering academic progress and emotional well-being despite the challenges posed by illness.

Abstract

OŠ Ledina, Hospital School operating at the Clinical Department of Hematology and Oncology at the Pediatric Clinic Ljubljana, plays a crucial role in the education and social inclusion of children undergoing treatment for malignant diseases. The Hospital School ensures that children with cancer, who are unable to attend regular classes at their mainstream school during treatment, can continue their education. This helps them maintain a sense of normalcy and continuity in their learning.

In the article, I present the challenges and solutions associated with educating a child undergoing cancer treatment. Using the case study of an 11-year-old student with cancer, the article highlights the key role of the Hospital School and the collaboration between the OŠ Ledina, Hospital School and the student’s mainstream school in providing comprehensive educational support during treatment.

Teachers from both schools collaborated to ensure that the student, despite the constraints of hospitalization and the effects of intensive therapy, could continue his educational journey. They adapted teaching methods, provided individualized learning support, and tailored content to meet the student’s specific needs during this challenging period. This integrated approach enabled him to successfully complete the academic year, demonstrating how flexible and responsive education can help children facing significant health challenges to maintain their educational development.

The article emphasizes the pivotal role of hospital teachers in creating a supportive and adaptable learning environment tailored to children’s needs. It also highlights the importance of close collaboration with mainstream schools to ensure seamless educational progress for students undergoing cancer treatment.

Summary

There are approximately 3-4 pupils with a long-term health condition in every UK classroom.  INSCHOOL is a large-scale research project working with young people and parents from diverse health conditions. Young-person-led qualitative work identified six common needs, which form the basis for a new school-needs assessment and guide future interventions.

Abstract

Introduction

There are approximately 3-4 pupils with a long-term physical health condition (LTPHC) in every UK classroom. Research shows that this cohort have deficits in academic and psychosocial outcomes. The INSCHOOL project aimed to understand the school experiences and unmet needs of children and young people (CYP) and their parents across a diversity of LTPHCs.

Methods

Using a participatory research design, interviews were conducted with 89 CYP with LTPHCs aged 11-18y attending mainstream UK schools, and 27 of their parents. Transcripts were analysed using a needs analysis approach and supported by participatory workshops with CYP and parents. 

Results

Analysis of CYP data showed six fundamental common needs across all health conditions – 

Need: to safely manage health at school; for a flexible education pathway; to be acknowledged and listened to; to be included in and supported by the school community; to build towards future; to develop attitudes and approaches to support my emotional and mental health in school. 

Parental data supported these needs and added the important role played by parents in securing support, advocating and compensating for unmet needs. 

Conclusions

CYP with LTPHCs have significant unmet physical and mental health needs in school. Parents compensate for limitations in the system. Education and health professionals can help by creating more opportunities to listen to CYP and their families, better planning for how to address the common needs identified, and checking in regularly and compassionately. The INSCHOOL needs-assessment tool, currently in progress, will help to support better healthcare planning for this cohort. 

Presentation

Oral Presentation (20 mins)

Summary

The Educational and Advisory Center for Pedagogy in Cases of Illness project in Hamburg offers a pedagogically guided concept that enables chronically ill children to reintegrate into school through telepresence robots. This innovative approach fosters social connections and educational engagement for students facing significant health challenges.

Abstract

The Avatar Project of the Educational and Advisory Center for Pedagogy in Cases of Illness (BBZ) Hamburg provides a pedagogically supported avatar, "Karlsson," enabling chronically ill students isolated at home or in hospitals to participate in lessons. In collaboration with the Clinic for Pediatric Hematology and Oncology (PHO), the University Heart Center (UHZ) at the University Medical Center Hamburg-Eppendorf (UKE), and the Werner Otto Institute (WOI), the project ensures that students remain integrated into their educational and social environments despite significant health challenges. Currently, 43 avatars are actively used across various schools in Hamburg.

Since 2020, the BBZ has employed AV1 telepresence robots from NO ISOLATION to support students with oncological conditions, heart defects, and chronic fatigue syndrome (CFS) due to Long COVID. These avatars foster social connections and facilitate the reintegration of affected students into school life, addressing the emotional and social isolation often associated with extended absences. "Karlsson" not only promotes participation in lessons but also enhances students' sense of belonging, self-esteem, and identity.

Bespoke anonymized user data collected over four years provides an insightful overview of usage patterns, highlighting differences across grade levels and illness types. Additionally, qualitative feedback from students, parents, and teachers illustrates the avatar's profound impact on educational and social inclusion. These testimonials reveal that the avatar helps students maintain connections with peers, improving their mood, motivation, and sense of inclusion in the classroom.

By enabling chronically ill students to remain engaged in school life, "Karlsson" significantly enhances their quality of life, contributing to better treatment outcomes and more seamless transitions back to in-person classes.

Presentation

Poster Presentation

Summary

A interactive workshop about the collaboration between the Educational Service and  treatment-teams in the UMCG . This collaboration is characterised by a holistic approach of children, with Positive Health as a starting point. And the opportunity to exchange experiences about the use of Positive Health in the various hospital schools and how to pass this on to the pupils own schools.

Abstract

Definition of health: The ability to adapt and self-manage in the face of life's social, physical and emotional challenges. The Positive Health method elaborates this definition. (Huber et al., 2011)

Children who are treated in a hospital are not just patients. They are also a child, a brother, a sister, a friend, a student, a classmate, a family member, a sports buddy, etc. The professionals in the UMCG pay a lot  of attention to  Positive Health. The treatment teams focus on a holistic approach to the children. 

The UMCG Educational Service plays a major role in this. We often have good insight into the development, the social life and the future expectations of our pupils. We share this knowledge within the multidisciplinary treatment teams, in order to jointly provide a complete range of guidance. 

Workshop

• In this workshop, we use images and interactive working methods to talk about incorporating Positive Health into the guidance of our students and the role of the UMCG Educational Service within the multidisciplinary treatment teams. 

• By exchanging experiences, we inform each other about how this works at the various hospital schools and how we can pass on Positive Health to the teachers of the pupils own schools. 

Presentation

Workshop (60 min)

Summary

This workshop examines a classroom as part of an inpatient rehab program, and the teaching strategies trialed in a co treat model to promote return to school post discharge.  Through this, long-term info sharing and collaboration is created. We will explore ways to adapt this to serve patients with other rehab diagnoses. 

Abstract

This workshop introduces a comprehensive Inpatient Rehab School Program including a discharge planning model designed initially to support patients transitioning off the inpatient rehabilitation unit. This Children’s Hospital ensures continuity of care from the inpatient setting to schools through creation and hiring of the Education Coordinator role in the outpatient Brain Injury Clinics.  Through this collaborative model, key stakeholders work closely to develop and share pre discharge diagnosis education that parallels progress towards discharge. Multidisciplinary recommendations are shared that address medical, academic, and social-emotional needs thus promoting integration into school and community from a whole child perspective.  Participants will review the classroom model including sample multidisciplinary lesson plans, explore visual supports used to promote student independence, and examine embedded education shared with school teams as patients progress towards discharge. In the outpatient setting, multidisciplinary recommendations are updated to account for recovery and honor brain injury as a chronic disease process vs one-time event. 

Qualitative feedback from key stakeholders will be briefly reviewed and building from the success of the Inpatient Rehab School Program and discharge model, participants will explore the role of the teacher/Education Coordinator in all other outpatient rehab clinics for patients with other diagnoses such as muscular dystrophy, spina bifida, cerebral palsy, and other genetic disorders and conditions where stakeholders also benefit from ongoing collaboration as well.  Referral criteria, triage models, and methods to assess educational risk factors and parent readiness will be explored, and challenges collecting outcome measures will be discussed and opened as a brainstorming topic amongst attendees.  Programmatic barriers including funding support will be reviewed and potential solutions offered and brainstormed collectively. 

References (If Applicable)

VancloosterS, BenootC, BilsenJ, PeremansL, and Jansen A. Stakeholders’ Perspectives on Communication and Collaboration Following School Reintegration of a Seriously Ill Child :A Literature Review

Capurso M and Dennis J. Key Educational Factors in the education of students with a medical condition. Support for Learning, Volume 32

Thies, Katheen. Identifying the Educational Implications of Chronic Illness in School Children. Journal of School Health, December 1999

Blankenship, A. P. & Canto, A. (2018).  Traumatic Brain Injuries and Special Education Services in Schools. Exceptionality, 26:4, 218-229

Haarbauer-Krupa, J., Ciccia, A., Dodd, J., Ettel, D., Kurowski, B., Lumba-Brown, A., & Suskauer, S. (2017). Service Delivery in the Healthcare and Educational Systems for Children Following Traumatic Brain Injury: Gaps in Care. J Head Trauma Rehabil.; 32(6); 367-377. 

Hartman, L.R., Tibbles, A., Paniccia, A., & Lindsay, S. (2015). A Qualitative Synthesis of Families’ and Students’ Hospital-to-School Transition Experiences Following Acquired Brain Injury. Global Qualitative Nursing Research Volume 2: 1-22. 

Fuentes, M., Wang, J., Haarbauer-Krupa, J., Yeates, K.O., Durbin, D., Zonfrillo, M., Jaffe, K., Temkin, N., Tulsky, D., Bertisch, H., & Rivara, F. (2018). Unmet Rehabilitation Needs After Hospitalization for Traumatic Brain Injury. Pediatrics Volume 141 (5). 

Glang, A., Todis, B., Sublette, P., Eagan Brown, B., & Vaccaro, M. (2010).  Professional Development in TBI for Educators: The Importance of Context. J Head Trauma Rehabil.; 25(6); 426-432

Presentation

Workshop (60 min)

Summary

The project mainly involves students with eating and neuropsychiatric disorders, but it's open to all students who want to take part. It combines cognitive, artistic, and digital activities to design and narrate stories around a miniature house planned and built by the students. Objectives include fostering creativity, problem-solving, and social skills.

Abstract

The project is an educational initiative designed for students in hospital settings, specifically targeting those with eating disorders and other neuropsychiatric challenges, but open to other students as well. By integrating cognitive, artistic, and digital activities, the project promotes engagement and learning through the design and construction of a miniature house. This process fosters essential skills such as problem-solving, critical thinking, creativity, and narrative development. Participants revisit childhood play with greater personal involvement, creating immersive storytelling opportunities tied to the miniature home's environment.

Participants also develop digital skills by designing 3D objects, crafting immersive audio-visual narratives, and creating a virtual tour of the miniature house. Collaborative activities emphasize teamwork, social interaction, and emotional expression.

Expected outcomes include improved autonomy, motivation, and engagement, along with increased socialization and creative thinking. These outcomes are achieved through cooperative learning, brainstorming, and hands-on workshops. The final deliverables include a physically constructed miniature house and a virtual tour enriched with 360° photos and immersive audio stories that can be experienced also with 3D visors.

Evaluation is carried out through qualitative monitoring and systematic observation, supported by ongoing collaboration with the neuropsychiatric team. A digital diary documents progress, while feedback from participants provides insight into their experiences. The project's success will be measured by participants' active involvement, creative outputs, and enhanced emotional and social well-being.

This initiative exemplifies how tailored educational approaches can support therapeutic goals, fostering both personal growth and enjoyment.

Presentation

Oral Presentation (20 mins)

Summary

The VR Hospital School Pilot highlights how immersive tech, such as VR, fosters inclusive learning for students with special health needs. Funded by Erasmus+, the project trains participants using high-quality VR apps, offering hands-on experiences, structured learning, and real-world use cases. Insights from Vienna Hospital School and Invincikids enrich the initiative.

Abstract

The VR Hospital School Pilot 2024 is a groundbreaking initiative designed to integrate Virtual Reality (VR) into hospital-based education, fostering inclusive and adaptive learning environments for students with special health needs. This pilot project, funded by Erasmus+ and developed in partnership with the Vienna Hospital School and Invincikids, explores the potential of immersive technology to enhance access to education and creativity for children unable to attend traditional schools.

Participants were selected based on specific criteria, focusing on teachers, health professionals, and students interested in leveraging VR to overcome educational barriers. Training sessions followed a structured timetable, offering hands-on onboarding with high-quality VR applications vetted by institutions like the Children’s Hospital and Stanford University’s Virtual Human Interaction Lab. The content emphasised apps tailored for individualised support, social skill development, and motor skill enhancement, ensuring accessibility for diverse needs.

Irish artist and educator Barry Haughey from HoloGen has played a pivotal role in supporting the onboarding and training of educators, helping them build VR proficiency and confidence. His expertise has ensured that educators can use VR effectively, maximizing its impact in hospital school settings.

The project showcases practical use cases of VR since November 2024, highlighting real-world applications that foster student engagement and interdisciplinary collaboration among educators, healthcare providers, and social workers. This presentation provides insights into implementation strategies, best practices, and lessons learned, emphasizing VR’s transformative potential to bridge accessibility gaps and set a precedent for future educational innovation

Presentation

Workshop (60 min)

Summary

This study explores the promotion of resilience in hospitalised children, focusing on afforded social supports from hospital school teachers in Ireland. Teachers provide proactive emotional support and companionship, fostering belonging and minimizing isolation. Their efforts to support learners reveal emotional strain, highlighting the complex dynamics of resilience in this context.

Abstract

Experiencing illness and hospitalisation during childhood often presents profound and complex challenges, demanding significant emotional adjustment. This adjustment typically involves managing stress, trauma, and changes that extend beyond the illness itself, impacting many aspects of the child’s life. Research indicates that children cope with these challenges in different ways: while some struggle to adjust, many draw on their underlying resilience to navigate these difficulties successfully. Masten’s conception of resilience, emphasises that it emerges from the interplay of multiple protective factors, including individual, familial, and broader social influences. 

To gain a deeper understanding of resilience in hospitalised children, this qualitative study explored the social supports provided to them within the hospital school setting. The study focused specifically on the practices of hospital school teachers (N=16) in the Republic of Ireland. Thematic analysis of one-one interviews revealed teachers’ ongoing social support along two lines: emotional and companionship. Provision of emotional support was proactive and reactive, including the emotional comfort and buffering of wider learner stress. Teachers also offered reassurance, as shown in the flexibility in school and lesson engagement, challenge, and encouragement. Companionship supports included regular and varied opportunities to interact, where teachers endorsed school attendance, learners’ meeting and engaging with each other, establishment of new connections, and promotion of social skills. A sense of belonging was also prioritised, with teachers endeavouring to minimise isolation and create a safe space for self-expression. Yet, in supporting learners, teachers’ emotional strain was evident. These findings and their implications will be discussed.

References (If Applicable)

Bishop, K. (2010). Through the eyes of children and young people: the components of a supportive hospital environment. Neonatal, Paediatric and Child Health Nursing, 13(2), 17-25. 

Macias, M., Zornoza, C., Rodriguez, E., Garcia, J. A., Fernandez, J. A., Luque, R., & Collado, R. (2015). Impact of hospital admission care at a paediatric unit: a qualitative study. Paediatric Nursing, 41(6), 285-294. 

Masten, A. S. (2019). Resilience from a developmental systems perspective. World Psychiatry, 18(1), 101-102. 

Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56, 227-238. 

Moses, T. (2011). Adolescents’ perspectives about brief psychiatric hospitalization: What is helpful and what is not? Psychiatric Quarterly, 82, 121-137. 

Sanders, J., Munford, R., & Liebenberg, L. (2016). The role of teachers in building resilience of at-risk youth. International Journal of Educational Research, 80, 111-123.

Sanders, J., Munford, R., & Thimarsarn-Anwar, T. (2015). Staying on track despite the odds: factors that assist young people facing adversity to continue with their education. Journal of Educational Research, 42(1), 56-73.

Savina, E., Simon, J., & Lester, M. (2014). School reintegration following psychiatric hospitalization: An ecological perspective. Child Youth Care Forum, 43, 739-746.

Presentation

Oral Presentation (20 mins)

Summary

School in-hospital teachers do not have the opportunity to implement adapted exercise during their lessons with children and adolescents undergoing intensive cancer treatment. The PLAYFIELD framework aims to provide school-in-hospital teachers with the necessary tools to use exercise safely and meaningfully in their teaching.

Abstract

Background: Exercise has beneficial effects on cognition, academic performance and skill development. School-in-hospital teachers (SHT) support children and adolescents in the cancer treatment (CA-h) through a personalised relationship. SHT are not allowed to use exercise to improve academic performance in hospital. Precision-based exercise programmes (PEx) are a new option to improve exercise tolerance and quality of life in CA-h. New alliances between exercise professionals and pedagogues can be beneficial within the academic curricula of any CA-h. The PLAYFIELD framework provides the pillars to build this integrated multidisciplinary knowledge. 

Methods: The SHTs of the Lombardy region (Italy) were given the opportunity to participate in a PLAYFIELD framework training, funded by the regional governmental education district. The subject of this voluntary course was the use of PEx as a way to promote the acquisition of body awareness, inclusion and learning among CA-h. SHT had to attend: 3 online workshops with academic pedagogues, sports physicians and exercise professionals; 1 live training session in the hospital. At the end of the course, the SHT had to design a lesson in their discipline using the PLAYFIELD LAB form. 

Results: Thirty-four SHTs from different schools, from primary to high school, participated in this training. They produced 27 PLAYFIELD LAB forms on the following topics Italian, English, Maths/Geometry/Science, Geography. Each lesson was adapted to the most vulnerable pupils. 

Conclusion: 

SHT integrated PEx into the classroom and improved students' academic performance and developmental skills. Future research will explore the impact of the PLAYFIELD methodology through a randomised trial, assess satisfaction through questionnaires, and explore opportunities for interdisciplinary collaboration between primary and secondary schools to promote continuity and adaptation of the methodology.

References (If Applicable)

Bailey R. Evaluating the relationship between physical education, sport and social inclusion. Educ Rev. 2004;56(3):71-90.

Borghi A.M, Cimatti F., Embodied Cognition and beyond: Acting and sensing the body, <<neuropsychologia>>, XLVIII, 3, febbraio 2010, pp.763-773.

Donnelly J.E., Hillman C.H., Castelli D., Etnier J.L., Lee S., Tomporowski P., Lambourne K.,  Szabo-Reed A.N., Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review, Med Sci Sports Exerc, giugno 2016, LVIII, 6, pp. 1197–1222.

Ferrari S., Terrenghi I., Messina S., Raviolo P., Corpo, spazio e apprendimento nella SIO, Journalism & Mass Communication Quarterly, III, 451, agosto 2022, pp. 451-466.

Lanfranconi F., Zardo W., Moriggi T., Villa E., Radaelli G., Radaelli S., Paoletti F., Bottes E., Miraglia T., Pollastri L., Vago P., Nichelli F., Jankovic M., Biondi A., Balduzzi A., Precision-based exercise as a new therapeutic option for children and adolescents with haematological malignancies,  Scientific Reports, X, 12892, giugno 2020, pp. 1-13.

Rivoltella P.C, Modenini M, La lavagna sul comodino. SIO e istruzione domiciliare nel sistema lombardo, 2012, Vita e Pensiero, Milano.

Presentation

Oral Presentation (20 mins)

Summary

There are approximately 3-4 pupils with a long-term health condition in every UK classroom.  INSCHOOL is a 5-year project working with secondary school pupils from diverse health conditions. Qualitative work with 100 young people identified six common needs, which form the basis for a school-needs assessment to guide future interventions.

Abstract

Introduction

There are approximately 3-4 pupils with a long-term physical health condition (LTPHC) in every UK classroom. Research shows that this cohort have deficits in academic and psychosocial experiences and outcomes. The INSCHOOL project aimed to understand the secondary school experiences and unmet needs of this cohort across a diversity of LTPHCs.

Methods

Using a participatory research design, interviews were conducted with 89 participants with LTPHCs aged 11-18y attending mainstream UK schools. Transcripts were analysed using a needs analysis approach and supported by participatory analysis workshops with young advisors. This analysis formed the basis for a new school-needs assessment.

Results

Analysis showed six fundamental common needs across all health conditions: 

• to safely manage health at school; 

• for a flexible education pathway; 

• to be acknowledged and listened to; 

• to be included in and supported by the school community; 

• to build towards future; 

• to develop attitudes and approaches to support emotional and mental health in school. 

Under these headings a 60-item needs-assessment has been developed for use in schools, clinics and research. 

Conclusions

Young people with LTPHCs have significant unmet physical and mental health needs in school. Attendance and attainment are not appropriate measures to assess this cohort and their holistic needs require closer attention. The INSCHOOL needs-assessment will help to better identify unmet needs and support improved healthcare planning for this cohort. 

Presentation

Oral Presentation (20 mins)

Summary

Description and results of my study on opportunities and challenges presented by VR-application in children: a word of caution regarding development of body senses for perception, and related sensory integration.

Abstract

When utilizing virtual reality (VR) with schoolchildren one must consider this technology in the context of brain development. Immersion into a virtual environment is associated with disembodiment - when one is transported out of one's own body perception in favor of the virtual reality. This offers opportunities, but also risks. 

For example, VR enables participation, and thus offers experiences of physical self-efficacy, for people who, due to physical or mental limitations, cannot access certain actual environments. In the education sector VR has great therapeutic potential. Children and young people should be able to safe access these VR’s opportunities for physically impaired or neurodiverse children, such as concentration training, ADHD therapy, and basic interaction. 

Regarding the risks of VR use in children lie in the perceptual disruption during the immersion experience, when the physical reality is replaced by the virtual reality. This immersion effect and associated disembodiment can be cortically measured and represents a challenge for the developing brain.

Thus, when using VR with children, it is urgent to develop comprehensive expertise, clear rules of VR application, as well as competent teachers are required for the healthy use of VR in schoolchildren. 

This session describes my study, including research question, hypothesis, design and outcomes. Its purpose is to focus attention on the importance of body senses for perception and sensory integration, in school-age-children, when experiencing virtual reality. Also explained herein are the perceived specific opportunities and challenges of VR application, as well as our guidelines, when applying this future technology, and some examples.

References (If Applicable)

https://www.academia.edu/123696129/Work_in_Progress_Sensory_Potentials_in_the_Immersion_Experience_of_Schoolchildren_in_Virtual_Reality_The_Importance_of_Sensory_Integration_regarding_the_Immersion_Effect

Presentation

Oral Presentation (20 mins)

Summary

Join this session to learn about the collaborative structures between healthcare and education staff of Inter-Ministerial Programs in the Province of British Columbia. This session will focus on the programs administered by the Vancouver School Board, including at BC Children's Hospital, a child hospice and more.

Abstract

The Inter Ministerial Protocols between Ministries in British Columbia provide the framework for collaboration between health and education sectors. This collaboration is crucial to the success of the student during their treatment at the hospital and returning to school from the healthcare setting. When these two sectors work together, they address the interconnected needs of the individual, ensuring that students are not only prepared to be academically successful, but considerations are made for their physical and mental well-being. The identification and management of health or medical issues, which may impact learning, affords the student greater success in school reintegration.

Key to this collaboration includes embedded structures routine to the school program's function, starting from pre-admission through to post-discharge. Teachers are welcome as members of the multi-disciplinary team and have opportunities to exchange information about the student. Each school program has their own process and structure. Ensuring these structures and processes continue to function effectively requires ongoing leadership support from healthcare and education. Cooperation and collaboration at the leadership level sets a positive example and ensures that this is a priority.

The collaboration between healthcare and education sectors yields significant benefits for the family of the student. They are reassured that the approach to their child's care is through a wholistic lens, trauma informed and culturally sensitive. Reintegrating into school after a hospital stay can be challenging but the continued cooperation between healthcare and education sectors can make this transition smoother and more supportive.

References (If Applicable)

Presentation

Oral Presentation (20 mins)

Summary

A curriculum model that has been developed and structured to support oracy, vocabulary and reading so that students are confident irrespective of the age/stage of their education and academic attainment.

Abstract

Firstly, when working in the medical environment we are faced with the challenge of balancing medical care with continuity of education. In some regard, the first aspect is considered the more challenging but actually the continuity of a broad and balanced educational offer is demanding, due to its reliance on multiple stakeholders.

We know that language is one of our key well-being indicators and in fact the language that students are given from birth is more likely to dictate their life outcomes than the social demographic from which they originate. Therefore, at the Raedwald Trust we felt a strong moral imperative to make sure that the explicit teaching of vocabulary and reading was prioritised. We worked with our partners Greenfields Education to develop a reading curriculum that was research led and evidence informed, built on three pillars of vocabulary instruction, influenced by Law et al. fluency instruction informed by Shanahan and Rasinski and comprehension stimulated by a rich and diverse literature spine. Books are selected by students, which sparks interest and provokes discussion, units are then delivered structured in a specific way to reduce cognitive load and allow for familiarity which supports confidence and success. The Readers for Life curriculum has become a valuable vehicle for quickly building positive relationships in what is often a time bounded moment, exposing pupils to big ideas and fostering a love of language and literacy that supports and transfers into the next step in their education

Presentation

Oral Presentation (20 mins)

Summary

We are delighted to participate in the HOPE Congress in Ireland for the first time. As part of our introduction, we look forward to presenting our organization—its mission, achievements, best practices, and the unique value we bring. 

Abstract

We are the hospital school of the University Hospital Leuven (Belgium), affiliated with KU Leuven University. Our school provides daily lessons to preschool, primary, and secondary students (ages 3 to 18) during their hospitalization due to medical or psychiatric conditions. Education is delivered across four different locations by a dedicated team of 60 teachers.

In Belgium, hospitalized children and adolescents are entitled to continued education. As a team of professional educators and support staff, we are committed to delivering high-quality education in a safe and supportive environment.

We work in close collaboration with medical treatment teams, home schools, parents, and the students themselves. This multidisciplinary approach allows us to develop personalized, tailor-made educational trajectories for each student. Our primary objective is to minimize learning gaps and foster development, ensuring a smooth reintegration into their home school after hospitalization. Moreover, we strive to enhance our students' learning opportunities, nurture their talents, and provide them with renewed perspectives. To achieve this, we equip them with the necessary tools to take ownership of their learning process and build a positive self-image.

In addition, we support students who have encountered challenges in their educational journey by offering positive, growth-oriented learning experiences. Together, we explore suitable follow-up educational pathways that align with their needs and aspirations.

We are delighted to participate in the HOPE Congress in Ireland for the first time. As part of our introduction, we look forward to presenting our organization—its mission, achievements, best practices, and the unique value we bring. We are eager to exchange insights and ideas that foster innovation and drive progress in hospital education.

References (If Applicable)

Presentation

Poster Presentation

Summary

Join us for a workshop that explores our provision for pupils with complex learning needs. Through hands-on activities you will gain insights into our scheme of work and strategies for making education engaging and impactful for pupils, whilst also having an opportunity to reflect on your practice and celebrate the profound positive impact you have as an educator. 

Abstract

In this workshop we will share how we have developed our provision for pupils with complex learning needs and also empowered non-specialist staff, building their confidence and expertise. Alongside this, we will explore how a multidisciplinary approach working with parents, therapists, and home schools ensures that every child’s journey is personalised, engaging, and impactful.

Rooted in our commitment to placing children and our school values at the heart of everything we do, our journey has been and continues to be one of collaboration, creativity, and continuous learning that we will share with you.

Our School Values: Social Justice, Beauty, Childhood and Time

This workshop will explore:

• Our approach to helping pupils find their voice, championing social justice, and fostering inclusion.

• How nurturing connections and celebrating creativity allows pupils to thrive and showcase their beauty.

• How we create experiences that embrace the wonder and fun of childhood, even in challenging circumstances.

• The importance of exploration and discovery time.
   

We will dive into a range of exciting areas, from sensory stories and communication tools to accessible resources. Along the way, you will have the chance to create your own sensory story, experiment with fun switch resources such as bubble machines and explore your senses. 

This workshop is for educators working within the hospital school setting and any professionals with an interest in the area. It is an opportunity to reflect on your practice, share experiences, and celebrate the profound difference we can make as educators, bringing hope and positivity to children and families during challenging times. Let’s share, learn and grow together.

References (If Applicable)

Presentation

Workshop (60 min)

Summary

This session explores how activities such as origami and reading stories together can break the ice, build trust, and support students in hospital schools. These tools foster communication and relaxation, making teaching more effective by creating a positive, engaging environment. Participants will share experiences and practical strategies that enrich our work.

Abstract

In this session, we will explore the importance of simple, effective tools such as reading stories and doing origami that can help break the ice and create a positive, supportive learning environment. Hospital teaching is unique, requiring us teachers to quickly establish meaningful relationships with students in unpredictable and often challenging circumstances. Beyond academics, our role includes providing comfort, distraction, and emotional support during stressful times.

Through origami and storytelling, this session will highlight how simple, yet engaging activities can help break the ice, build rapport, and ease the transition between hospital life and schooling. We will engage in a collaborative origami activity and reflect on how such creative techniques can foster trust, relaxation, and communication with students.

The session will also encourage reflection on the "little tricks" — whether it's an art project, a game, or a calming routine — that we as teachers use to connect with students and make their time in the hospital more tolerable. Participants will be invited to share their own strategies for creating a comfortable, welcoming space for learning, enhancing both the academic and emotional aspects of students' hospital experiences.

By the end of this session, we will have new, practical ideas that can help us enrich our teaching practice, making lessons and learning more enjoyable and effective while supporting students' emotional well-being during their time in the hospital.

Presentation

Workshop (60 min)

Summary

The “HOSPITALSCHOOLHOME-MONZA (HSH-MONZA)” project enables hospitalized children and adolescents to stay connected with the world outside the Hospital by collaborating with some students from a lower secondary school.

Abstract

The “HOSPITALSCHOOLHOME-MONZA (HSH-MONZA)” project aims to ensure continuity in the educational journey of hospitalized children and teenagers, maintaining a connection with their school and the world outside the hospital. This is achieved through a shared project involving some second-year students from a  lower secondary school culminating  in the creation of a shared final product.

Each year, a specific theme is chosen to be explored in a multidisciplinary manner. Students reflect on this theme throughout the school year, with the goal of producing  graphic or artistic creations. The works are typically displayed in an end-of-year exhibition at the Maria Letizia Verga Center Hospital, and some are used to create a calendar.

The most recent theme, “Around the World in 80 Flowers”, was  focused on developing transversal, social and civic skills, addressing topics related to environmental sustainability. The aim was to promote responsible behaviors regarding lifestyle choices and the use of available resources.

The idea of creating an herbarium led to a collection of plants and flowers from around the world, symbolizing biodiversity and the students' individual experiences. Each plant represents a place of origin, a memory, or a personal preference, thus creating a true journey around the world.

Finally we proposed an activity:

We need

• Cardboard 

• A variety of seeds

• Watercolours

• Water

1. Tear the cardboard into small pieces and soak it in some warm water, kneading it with your hands.

2. Form a small ball with the paper pulp and insert some seeds into the centre.

3. Squeeze the pulp,shape it into a ball, trying to remove all the water.

4. Decorate the seed bombs using natural colours.

5. Now plant them !
   
   

Presentation

Workshop (60 min)

Summary

This presentation will outline the key components of the innovative Liaison Teacher Program at Perth Children's Hospital where teachers and clinicians collaborate and share their expertise to support positive education and health outcomes for young people in the outpatient setting as they transition back to their enrolled school.

Abstract

The School of Special Educational Needs: Medical & Mental Health (SSEN:MMH) hosts a unique Liaison Program where teachers work within multi-disciplinary health teams to support a young person’s return to school after hospitalization and/or to improve school engagement. The Liaison Teacher acts as a bridge between the health professionals and the student's school by facilitating communication, supporting the development of individualised plans, and advocating for both the student and their school.

Liaison Teachers work closely with their specialist health team and receive referrals from clinicians requesting support for or from a patient's enrolled school. In collaboration with health professionals, Liaison Teachers share knowledge with schools by informing them about the student’s health condition and assist with developing strategies to support their medical needs in the school environment. They also receive valuable feedback from classroom teachers to share with clinicians and use their professional knowledge to inform health teams about factors within the school environment that may impact treatment plans.

Helen Kerr has been a Teacher with SSEN:MMH for nine years and worked alongside clinicians at Perth Children's Hospital across the specialties of Diabetes, Rheumatology and Eating Disorders. She will present the role of the Liaison Teacher in alignment with SSEN:MMH’s LETS Model (Liaise, Educate, Transition, Support) with reference to her experience, especially within the Eating Disorders team. Helen will demonstrate how the sharing of knowledge and practice between hospital teachers and health professionals can improve school engagement and promote success for young people in the outpatient setting.

Presentation

Oral Presentation (20 mins)

Summary

This presentation concerns two innovative applications of virtual reality (VR) technology linked with the activities of the Hospital School of Vienna.

Abstract

The aim of this presentation, concerning VR application at the Hospital School of Vienna/Austria, is to demonstrate the utility of VR technology for potentially enriching learning experiences, and for enabling students with health challenges to overcome physical, spatial and/or mental barriers to learning. 

Thus, two applications of VR technology are addressed in this context:

1. Virtual collaboration and immersive learning environments: here, we highlight how VR technology enables students to convene across physical distances, and to take on various roles through avatar design. Select relevant Meta-Store apps are introduced in this context. 

2. VR in special-needs education: in this part we introduce our specific experiences with VR-technology application in educating children with special needs, including physical disability, mental health- and/or anxiety disorders. This specific VR-technology application was approved by the Stanford Children's Hospital and the Virtual Human Interaction Lab at Stanford University, the access of which was made possible through a unique collaboration between the Hospital School Vienna and Invincikids (U.S.) - “Compassion Meets Technology”.

The presentation concludes with a discussion on the opportunities and challenges of VR integration in the school setting, and with a short Q&A session to discuss potential objections, and/or further ideas for VR application in education. Our aim here is to raise awareness regarding the targeted, safe use of this transformative technology in education, and to share our practical experiences.

Presentation

Oral Presentation (20 mins)

Summary

Marije Munter and Monique Höweler present a lesson package for primary schools, offering a glimpse into the children's hospital. The lesson package was developed to raise awareness about what happens in a children's hospital. It is suitable for primary school students aged 9 to 13. 

Abstract

A lesson package for primary schools – A Glimpse into the Children's Hospital 

Commissioned by the Stichting Vrienden van het Sophia, a lesson package was developed by the CED group to raise awareness of children's hospitals among primary school students. The lessons can be used in classes with a sick student but are also suitable for schools interested in sharing information about children's hospitals or health in general. 

Introducing students aged 9 to 13 to the children's hospital 

This lesson package about the Erasmus MC Sophia Children's Hospital is designed for students aged 9 to 13 in primary education. Separate versions have been created for students aged 9 to 11 and 11 to 13 to ensure the lessons match the level and experiences of the students. 

The lesson package consists of five lessons, offering students an insight into a children's hospital. They learn how important it is to stay in touch with a sick classmate, become familiar with various professions in the children's hospital, reflect on health, and discuss different hospital experiences. The package includes diverse activities, quizzes, videos, and assignments, so students can explore the children's hospital in varied ways. 

The lesson package contains a teacher's guide, presentations, and worksheets for students. It also includes a parent letter that schools can use to inform and engage parents with the topic. 

Presentation

Oral Presentation (20 mins)

Summary

EHV focuses on nurturing the five Universal Human Values of Love, Truth, Peace, Right Action and Non-Violence – already inherent within children. This workshop includes activities and discussion and provides practical examples, videos, planning templates and resources to support teachers and school leaders in bringing Education in Human Values to their hospital schools.

Abstract

Originating in India with educational reformer Sri Sathya Sai Baba, Education in Human Values (EHV) is a very simple, but very powerful, model of human values education. EHV has a clear teaching structure that focuses on the five universal human values of Love, Truth, Peace, Right Action and Non-Violence. The effects of nurturing these innate human values within children has proven to considerably enhance their self-esteem, positive sense of self and overall well-being (hugely powerful in a Hospital setting). Improvements also become apparent in children’s personal, social and academic lives. Integrating Education in Human Values throughout our teaching, supports children in reaching their highest human potential.

This workshop demonstrates clearly how the international model of Education in Human Values can be integrated throughout the teaching and learning in a Hospital School, or indeed any teaching environment, and provides examples of practice and set up. EHV is currently already in practice in a range of hospital settings, Special and Mainstream Schools across Ireland, including Hospital School CHI at Temple Street in Dublin. This interactive workshop includes activities and discussion and provides practical examples, videos, planning templates and resources to support teachers and school leaders in bringing EHV to their Hospital Schools.

References (If Applicable)

Sathya Sai Education in Human Values Sri Sathya Sai (Author), Burrows L. (compiler) 1981. SSS Trust Publications

Presentation

Workshop (60 min)

Summary

Secondary trauma is defined as stress or emotional threat experienced by caregiving professionals who provide services for victims of direct trauma. This phenomenon can also arise among educators. 

We will present our findings based on recent research conducted with hospital educators who worked with children who returned from 50 days of captivity. 

Abstract

Secondary trauma (STS) is defined as the stress or emotional threat experienced by emergency and caregiving professionals, friends, and family members who provide services or are in close contact with victims of direct trauma (Figley, 1983). STS are fundamentally like symptoms of post-traumatic stress disorder (PTSD), with the difference between the disorders being in the manner of exposure. 

Research shows that the prevalence of STS symptoms among doctors treating trauma victims is about one-third of those surveyed, which is a higher prevalence than that of PTSD in the general population (Teel et al., 2019). Among ER nurses, an even higher prevalence for developing STS was found (Morrison & Joy, 2016). 

This phenomenon can also develop among educators who are indirectly exposed to the experiences, events, and stress situations of the students. Prolonged exposure to students' stress events and providing compassion and psychological resources can create tension and distress among educators and serve as a risk factor for developing STS (Hoffman, Palladino, & Barnett, 2007; Newell & MacNeil, 2010). 

In the present qualitative study, we interviewed five hospital teachers, who worked with the children after returning from 50 days of captivity. This took place 1 month later. Results indicated that they felt very privileged on the one hand to be part of the professional team, but on the other hand, lacked a clear definition, work protocol as well as STS awareness. 

Our study identified a need to define a protocol of supportive means to prevent STS among hospital teachers.  

References (If Applicable)

Figley, C.R. (1983). Catastrophes: An overview of family reactions. In C. R. Figley & H. I. McCubbin (Eds), Stress and The Family: vol. 2. Coping with Catastrophe (pp. 3-20). N. Y.: Brunner/Mazel.

Figley, C.R. (1995). Compassion fatigue as secondary traumatic stress disorder: An overview. In C.R. Figley (Ed), Compassion fatigue: coping with secondary traumatic stress disorder in those who treat the traumatized, 1-20.

Hoffman, S., Palladino, J. M., & Barnett, J. (2007). Compassion Fatigue as a Theoretical Framework to Help Understand Burnout among Special Education Teachers. Online Submission, 2(1), 15-22.‏

Kellogg, M. B., Knight, M., Dowling, J. S., & Crawford, S. L. (2018). Secondary traumatic stress in Pediatric nurses. Journal of Pediatric Nursing, 43, 97-103

Lee, J. J., Gottfried, R., & Bride, B. E. (2018). Exposure to client trauma, secondary traumatic stress, and the health of clinical social workers: A mediation analysis. Clinical Social Work Journal, 46(3), 228-235.‏

May, C. L., & Wisco, B. E. (2016). Defining trauma: How level of exposure and proximity affect risk for posttraumatic stress disorder. Psychological Trauma: Theory, Research, Practice, and Policy, 8(2), 233–240. https://doi.org/10.1037/tra0000077

McCann, I. L., & Pearlman, L. A. (1990). Vicarious traumatization: A framework for understanding the psychological effects of working with victims. Journal of traumatic stress, 3(1), 131-149

Morrison, L. E., & Joy, J. P. (2016). Secondary traumatic stress in the emergency department. Journal of Advanced Nursing, 72(11), 2894-2906.‏

Teel, J., Reynolds, M., Bennett, M., Roden-Foreman, J. W., McShan, E., Hamilton, R., ... & Warren, A. M. (2019). Secondary traumatic stress among physiatrists treating trauma patients.  Baylor University Medical Center Proceedings, 32, 209-214.‏

Presentation

Oral Presentation (20 mins)

Summary

During the presentation the authors will share how the patients' summer camp of 2 weeks is used as a an experience exchange platform among the professionals working with the children at the hospital: medical staff, hospital schoolteachers, psychosocial team and the professionals working with the children at school back at home, regional pedagogical (assessment) support centers and NGOs. 

Abstract

Direct Aid Association (DAA) is an NGO, registered in Armenia that runs the only hospital school in the country. It provides educational services for pediatric patients in Arabkir Medical Center & Institute of Child and Adolescent Health (MC&ICAH), which is paediatric reference centre, and paediatric department of Hematology Hospital. In our hospital school we see children from all over the country. 

Throughout its functioning DAA supports the organization of patients’ summer camp every year. The children aged 8-16 have a unique opportunity to spend 2 weeks in the camp being monitored by the medical personnel and engaged in educational/leisure activities organized by DAA hospital schoolteachers. The camp is also a great environment for establishing good rapport among the professionals working with the students in different environments (school, support center, etc.) and often communicate regarding their students without previous contact. For the extensive group of professionals working for the wellbeing of the children and with them this fortnight’s stay is an exceptional opportunity for sharing experience and knowledge. Different specialists working with the children demonstrate the methods/practices that were successfully used with a given student/group of students. At the camp the experience exchange happens in all the levels: hospital schoolteachers, volunteers, specialists from the regional pedagogical (assessment) support centers (RPSC), parents and medical personnel. 

The educational progress and social emotional wellbeing of hospitalized students can suffer because of displacement from schools, friends and families (A’Bear, 2014). Since 2020 the integration of displaced families also became part of the professional exchanges. 

References (If Applicable)

A’Bear, D. (2014). Supporting the learning of children with chronic illness. The Canadian Journal of Action Research, 15(1), 22-39. 

Franck, L. S., Gay, C. L., Rubin, N. (2013). Accommodating families during a child's hospital stay: implications for family experience and perceptions of outcomes. Families, Systems, & Health, 31(3), 294-306. DOI: https://doi.org/10.1037/a0033556 

Hopkins, L., Green, J., Henry, J., Edwards, B., & Wong, S. (2014). Staying engaged: The role of teachers and schools in keeping young people with health conditions engaged in education. Australian Educational Researcher, 41(1), 25-41. DOI: https://doi.org/10.1007/s13384-013-0096-x 

Martinez, Y. J., & Ercikan, K. (2009). Chronic illnesses in Canadian children: What is the effect of illness on academic achievement, and anxiety and emotional disorders? Child: Care, Health and Development, 35(3), 391–401. DOI: https://doi.org/10.1111/j.1365-2214.2008.00916.x

Presentation

Oral Presentation (20 mins)

Summary

Ripped sheets, pushed over chairs and children that can’t regulate their emotions and show oppositional behaviour evoke feelings of helplessness in teaching students with mental health needs. The professional method of presence, that offers a learning relationship supporting the student’s emotional regulation can help both: the student and the teacher.

Abstract

The aim of this workshop is to share practice of teacher’s approaches of self-control and presence in the learning relationship with students. The workshop attends to teaching children with mental health needs that show strong emotional needs and at the same time challenging behaviour. Authority is not to be understood here as a means of demonstrating power, but as an attitude defined by presence, appreciative relationship-building, and the willingness to engage intensely and demonstratively with the other person.

The participants will talk about difficult learning situations, where the teacher experienced feelings of helplessness facing for example destructive child behaviour that blocks the child’s learning and strains the relationship between the student and the teacher. 

Techniques like persistence, delay and reparation, known by the concept “New Authority”, help the child to feel save in the relationship with the teacher and are useful tools for teachers to deal with oppositional and challenging behaviour. Persistence, delay and reparation help to mitigate the sense of urgency that comes to a teacher when confronted to a child’s harsh behaviour. 

The participants will sit together in small groups and talk about a shared case study experienced by one person of the group. Facing the difficult relationship with the glasses of the “New Authority” the participants try to work out where presence, delay and reparation could lead to a better learning relationship. 

The outcome of this little exercise will be shared and discussed with all participants of the workshop. A main interest will be on practical hands-on strategies aswell as on difficulties that set limits to this concept. 

References (If Applicable)

Ávalos, L., & María Beatriz Fernández. (2021). Teachers of Hospital Pedagogy: A Systematic Review. Paidéia, 31. https://doi.org/10.1590/1982-4327e3139

Martin, A. J., Sperling, R. A., & Newton, K. J. (2020). Handbook of Educational Psychology and Students with Special Needs. Routledge

Omer, H. (2010). The New Authority. Cambridge University Press. https://doi.org/10.1017/cbo9780511974229

Presentation

Workshop (60 min)

Summary

Chilli Challenges are a brilliant tool for hospital school teachers. This is a simple differentiation technique that allows pupils to select the activity they wish to complete appropriate to their own level of ability. This format of resourcing lessons allows for student voice and student choice, self-assessment, and is intrinsically motivating.  

Abstract

Chilli Challenges are a brilliant tool for hospital school teachers or teachers in a multi-grade setting. This is a simple differentiation technique that allows pupils to select the activity they wish to complete appropriate to their own level of ability. 

Often, we don’t know our pupils when they first come to our hospital schools. By providing different levels of challenge in our learning activities and tasks, and allowing our pupils to choose their own desired challenge, it affords us as teachers, a wonderful insight into their current level and ability. It can also be very motivating for our learners to know that they are agentic in their own work. Every pupil will be given access to a mild, hot and spicy challenge.

Providing a variety of appropriately designed tasks and challenges in the way, is all about providing the children with choice, suppling them with ideas and allowing our pupils to access their own ideas at their own level.

Our workshop will allow you to explore resources for a thematic lesson, spanning from Junior Infant level to Junior/Senior Cycle second level. We will explore the theme of transport through a variety of differentiated tasks and activities that will suit many of your hospital school settings. This format of resourcing lessons allows for student voice and student choice, self-assessment, and is intrinsically motivating.  

Presentation

Workshop (60 min)

Summary

In the direction of a proposal for permanent self-training, the transferability of a context based on the practice of self-reflective writing of the educational and care experience is proposed, aimed at future mental health educators with children and adolescents, in the health sector.

Abstract

 For two years, I have been leading a workshop entitled: Writing the educational and care experience, aimed at a group of thirty students of the Degree Course in Educational Sciences who - as future educators - will work in the various areas of more or less serious, and more or less evident, discomfort, including the suffering and mental fragility of children, young adults and adults.

The workshop takes place once a week, for a total of sixteen hours, and among its various objectives is to introduce students to the practice of writing the educational and  care experience and to use of some narrative and self-reflective tools, to be tested first on themselves and then proposed to others.

Generally, the students involved in these experience are 25. The language and the instrument more used is the writing but we used even photography; painting; poesy; collages. 

More specifically, the workshop aims to:

a) strengthen the self-reflective posture of the operator;

b) understand more deeply the complexity of the educational and care relationship between educator and child/adolescente (taking into account parental figures);

c) grow the team of educators - in the direction of the community of practices - by placing the written texts produced at the center of their comparison and their views.

Along this direction, during the Conference, I would be interested in understanding the possible transferability of this experience in the healthcare field with the involvement of healthcare professionals, teachers and, where possible, children/adolescents and their parents.

All this, within the epistemological and methodological-procedural framework of Medical Humanities and Narration Sciences in Medicine (R. Charon; J.Good; G.Bert; M. Castiglioni; D. Bruzzone; L. Mortari; N. Bobbo)  

Presentation

Oral Presentation (20 mins)

Summary

Discover how to create personalised comic book social stories to help young patients process their medical journeys while empowering them to support others. This hands-on workshop showcases practical examples and guides attendees through the creative process, equipping you with a unique tool for hospital education. 

Abstract

In 2024, Solas Hospital School collaborated with patients to create a comic book about their hospital journeys. This successful project offered valuable insights into patients' lives and provided them with an important outlet for their well-being. The Solas team will host a workshop explaining the project's implementation from start to finish.

This workshop focuses on the innovative use of comic book social stories in hospital education, offering a unique way to support children and teenagers navigating medical treatment. Based on practical experience working with young patients who have undergone specific treatment protocols, the workshop demonstrates how storytelling can help patients reflect on and process their experiences while creating a valuable resource for peers.

Attendees will explore the development of personalised comic books, which combine therapeutic reflection with creative expression. These personal social stories not only empower individual patients by giving them a voice to share their journey but also serve as a meaningful tool for children and teenagers preparing to undergo similar treatments.

The session begins with a presentation of case studies and examples of completed comic book stories which will include the key IT tools used in the generation of the comic. Attendees will then engage in a hands-on activity where they model the step-by-step process of creating a social story with a hypothetical student, from initial discussions and storyboarding to final production. The workshop will include practical tips on integrating this approach into hospital education settings, ensuring it is accessible and meaningful for diverse learners as well as potential pitfalls to avoid in for example dealing with family members and patients.

By the end of the workshop, attendees will have the skills and inspiration to implement this creative practice in their own hospital teaching environments, fostering resilience, understanding, and connection among young patients.

Presentation

Workshop (60 min)

Summary

This workshop is about learning how to fly with a little plastic propeller with lots of practical activities, which you can do with your students. This workshop is about: science (lift), challenging your motor skills, working together, but above all playing together and having fun with a little plastic propeller.

Abstract

During this workshop we will do a lot of things, hands on and we will work hard. We will learn something about lift (a bit of science). All participants will explore the limits of the skills of their legs, arms and fingers.  During this workshop you will learn how to play various games with a little propeller with children. You will also learn during this workshop how to pay attention to cooperation, multitasking, a bit of competition and perseverance in the face of adversity when playing with little propellers with children from 7 years up to 97 years. You only need your own two hands for this workshop, the little propellers are ready for use by everyone. There will be safety glasses for everyone. It is recommended to wear shoes that are comfortable to walk in. High heels are not really helpful for this workshop, because we will be jumping, catching and spinning. Everyone can take the propeller home for free at the end of the workshop. This is a workshop for people who like to be challenged and who are not afraid to push their boundaries.

Presentation

Workshop (60 min)

Summary

The Princess Maxima Centre in Utrecht, The Netherlands, is a pediatric oncology hospital that centralizes all research and care for children with cancer and their families in one place. The school and teachers in the hospital school play a central role in the quality of life of these children.

Abstract

The Princess Maxima Centre is a pediatric oncology hospital in Utrecht, the Netherlands, with the mission to cure every child with cancer with optimal quality of life. The hospital opened 6 years ago and centered all research and care for both the child and the family in one place in the Netherlands. Every child in the Netherlands suspected of having cancer is sent to the Princess Máxima Centre. Here the diagnosis is established, a treatment plan is made and implemented in collaboration with 14 Shared Care hospitals in the country.  Aftercare is provided at the LATER outpatient clinic. An optimal quality of life has a central place in this approach and the Educational Facility (hospital school) plays a crucial role in this. We look forward to taking you on a tour of this unique place and proudly tell you about our daily work there!

Presentation

Poster Presentation

Summary

This is a workshop about spinning tops with lots of practical activities, which you can do with your students. This workshop is about: science (gyroscopic effect), making wooden spinning tops yourself, challenging your motor skills, but above all playing together and having fun with spinning tops.

Abstract

During this workshop we will do a lot of things, hands on and we will work hard. We will learn something about the gyroscopic effect (a bit of science). Why does a spinning top that is standing still fall over and why does a spinning top stay upright? All participants will spin about 20 different spinning tops and explore the limits of the skills of their arms and fingers. Each participant in the workshop will make three wooden spinning tops themselves, with very few special tools (a saw, a hammer, a pencil sharpener and a piece of sandpaper). Everyone can take these three self-made spinning tops home for free. During this workshop you will learn how to play various games with spinning tops with children. You will also learn during this workshop how to pay attention to cooperation, a bit of competition and perseverance in the face of adversity when playing with spinning tops with children. You only need your own two hands for this workshop, all materials and tools are ready for use by everyone. This is a workshop for people who like to be challenged and who are not afraid to push their boundaries.

Presentation

Workshop (60 min)

Summary

The study assessed key learning skills for hospitalized and non-hospitalized adolescents. Hospitalized adolescents prioritized math, science, technology, multilingual, and digital skills, while non-hospitalized adolescents focused on entrepreneurial skills. The findings highlight the need for continuous guidance on lifelong learning competencies, as defined by the EU in 2018, for all adolescents.

Abstract

Objectives

The study aimed to evaluate the importance of key learning skills for adolescents with oncology hospitalization experience compared to those without and to identify underdeveloped skills in both groups."

Material and Method
In May 2024, a survey was conducted with 38 adolescents with a history of oncology hospitalization and 71 non-hospitalized adolescents. The questionnaire focused on two aspects: (1) the perceived importance of key learning skills and (2) the skills identified as not yet developed. The study analyzed competencies recommended by the Council of the European Union in 2018 for lifelong learning, including literacy, multilingualism, mathematics and sciences, digital skills, personal and social skills, entrepreneurial skills, civic responsibility, and cultural awareness.

Results
Hospitalized adolescents identified mathematics, science, technology, and engineering skills (23.6%), multilingual skills (15.8%), and digital skills (13.2%) as most important, while non-hospitalized adolescents prioritized entrepreneurial skills (21.1%) and math/science skills (15.7%). A significant difference was observed in the percentage of those unsure about the importance of skills: 7.9% for hospitalized adolescents versus 31.6% for non-hospitalized peers. Regarding undeveloped skills, hospitalized adolescents reported gaps in literacy (16.9%), math/science (15.5%), and personal/social skills (14.1%). Non-hospitalized adolescents identified gaps in math/science (19.7%) and entrepreneurial skills (12.7%).

Conclusions
The findings highlight the importance of tailoring educational strategies to support hospitalized adolescents, emphasizing the development of key lifelong learning skills. Hospital schools play a critical role in mitigating the negative impact of health-related interruptions on skill acquisition. The results underline the need for continuous guidance and personalized educational interventions to ensure equitable learning opportunities, whether hospitalized or not, in alignment with European lifelong learning competencies.

 Keywords: hospital school, skills, learning, adolescents

References (If Applicable)

 Benigno, V., & Fante, C. (2020). Hospital School Teachers’ Sense of Stress and Gratification: An Investigation of the Italian Context. Continuity in Education, 1(1), 37–47. DOI: http://doi.org/10.5334/cie.14

Caggiano, G., Brunetti Lig, Ho.K., Piovani, A., Quaranta, A. (2021). Hospital school program: the right to education for long-term care children. Int J Environ Res Public Health. 30;18(21):11435. doi: 10.3390/ijerph182111435. pmid: 34769951; pmcid: pmc8583304

 Delloso, S., Gannoni, A., & Roberts, R. M. (2021). Maintaining Schooling for Children With Cancer During and Post Treatment: Parents’ Perspectives of a Theory-Based Program. Continuity in Education, 2(1), 26–41. DOI: http://doi.org/10.5334/cie.24

Haley, S., Markwardt et al. (2024). Health Disparities in Young Adults: A Direct Comparison of Distress and Unmet Needs Across Cancer Centers. JCO Clin Cancer Inform 8: e2300218. DOI:10.1200/CCI.23.00218

Hen, M., & Gilan-Shochat, M. (2022). Exploring the Unique Professional Identity of Hospital Teachers. Continuity in Education, 3(1), 115–126. DOI: http://doi.org/10.5334/cie.46

Jianu, M-M, Niță E., Benchea, M., Ghența, M. edited by Capurso, M. (2023). Shaping the Future with Education Cultures, Relationships and Competencies 12th HOPE congress Milano – Italy, May 8-12. Morlacchi Editore, Perugia, doi: 10.53145/978-88-9392-440-5

 Jurnalul Oficial al Uniunii Europene. (2018). Recomandarea Consiliului din 22 mai 2018 privind competențele-cheie pentru învățarea pe tot parcursul vieții, https://eur-lex.europa.eu/legal-content/RO/TXT/PDF/?uri=CELEX:32018H0604(01)&from=EN

 Kris Ann P. Schultz et al., (2007). Behavioral and Social Outcomes in Adolescent Survivors of Childhood Cancer: A Report From the Childhood Cancer Survivor Study. JCO 25: 3649-3656. doi:10.1200/JCO.2006.09.2486

 Lewandowska,  A. (2022). The Needs of Parents of Children Suffering from Cancer—Continuation of Research. Children, 9(2):144. https://doi.org/10.3390/children9020144

 Lum, A., Donnan, B., Wakefield, C.E., Fardell, J.E. and Marshall, G.M. (2017), Establishing Australian school re-entry service guidelines for children diagnosed with cancer. J Paediatr Child Health, 53: 529-533. https://doi.org/10.1111/jpc.13563

 Pini, S., Gardner, P., Hugh-Jones, S. (2013). The impact of a cancer diagnosis on the education engagement of teenagers – Patient and staff perspective. European Journal of Oncology Nursing, 17(3):317-323,https://doi.org/10.1016/j.ejon.2012.08.005

 Plage, S., Kuskoff, E., Hoang, N-P., Povey, J. (2022).   Educational participation of primary school children with cancer from a Life Course perspective: A critical review of the literature, International Journal of Educational Research,114:101990, https://doi.org/10.1016/j.ijer.2022.101990.

 The National Children's Cancer Society. Your child's educational needs during cancer, https://thenccs.org/wp-content/uploads/2021/11/educational-needs-during-cancer.pdf, accesat 01 octombrie 2022

 Tine, M. & Vincent, D. (2020). Hospital School Students' Academic Motivation and Support Needs: A Self-Determination Perspective. Frontiers in Education. 5, DOI=10.3389/feduc.2020.00106

Presentation

Poster Presentation