This study investigated the psychosocial adjustment, quality of life, and school experiences of posttreatment survivors of pediatric cancer. A multimethod, multisource approach examined survivors' adjustments to cancer and views related to educational and psychosocial sequelae of cancer treatment. Data were collected from 51 survivors, 8 to 17 years old. Quantitative assessments revealed anxiety in children and difficulties in psychosocial adjustment in the areas of scholastic competence, emotional stability, and social competence. Qualitative results revealed that students who repeated a grade were particularly concerned with their academic performance and peer relationships. Homebound instruction was reported to be academically inadequate and socially isolating. These results suggest that educators need specific knowledge and skills to successfully assess and teach students who have cancer.
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