High School Cancer Experience and Age at Diagnosis: Perspectives of Adolescents,Young Adults,and Parents

Abstract

Purpose:

Adolescents affected by cancer experience unique educational and social challenges during high school due to cancer diagnosis, treatment, and survivorship. High school experiences may also be impacted by developmental stage at diagnosis. This study aims to compare the high school experiences related to age at diagnosis (childhood or adolescence) from adolescent and young adult and parent perspectives.

Methods:

We used purposive sampling to recruit youths and parents to semistructures interviews, including 18 youths (11–23 years), diagnosed during childhood (n = 8; age at diagnosis M = 6.8) and adolescence (n = 10, age at diagnosis M = 13.8), and 13 parents (34–65 years), of youths diagnosed in childhood (n = 8, child age at diagnosis M = 6.9) and adolescence (n = 5, child age at diagnosis M = 13.6). Interviews were transcribed verbatim and analyzed thematically.

Results:

We identified two common themes for youths: Academic Calibration, highlighting the adjustments to academic performance and engagement throughout the cancer journey, and (Dis)connection, describing shifts in social identity and peer relationships. For parents, themes included: Navigating School Engagement, reflecting challenges with education engagement, and Social Flux, capturing changes in social functioning and peer interactions. Distinct subthemes were identified across all youths, including Missing Out, Social Isolation and School Takes a Back Seat, detailing the social and academic experiences of youths diagnosed in adolescence.

Conclusions:

This study underscores the shared and distinct challenges faced by adolescents affected by cancer in high school. Disruptions to social networks faced by adolescents with cancer and enduring academic challenges of adolescents diagnosed in childhood underscore the need for tailored, comprehensive support.