For Teachers and School Personnel

When new patients are admitted to St. Jude, we meet with them to determine whether they need school services. If we identify a need, we will assign either a teacher, a school advocacy coordinator, or both to coordinate with the patient’s school.

During this new-patient consult, we collect basic data, including information about the patient’s:

• School
• Grade level
• Need for school services or other school intervention

We also discuss the exploratory opportunities we offer patients. These opportunities may enhance a patient’s educational experience while they are in the St. Jude school program.

Our patients may get homebound school services in their home community or hospital-bound school services through St. Jude. They may also attend school regularly.

We can help caregivers arrange homebound services. Assigned staff will contact the patient’s school to determine necessary documentation. We will also help the caregiver who is submitting necessary documents.

We provide hospital-bound educational services to patients who live in St. Jude housing. A St. Jude teacher can also work with patients who live in and around the Memphis area.

Patients should stay enrolled in their home community schools. School staff should place these patients on home-bound status. St. Jude teachers will then take the place of the community teacher until patients return home.

Patients use materials from their home school when possible. Using the materials from the home school helps patients feel connected to their school friends and provides continuity in their education. It also allows for an easier transition back to school when treatment is complete.

You can send us assignments by fax, mail, or email. We will also help our patients access online curriculum your school uses. We will assist them with online assignments.

We provide at least 3 hours of instruction each week. We can also supplement these hours with group enrichment and tutoring services. These services include:

• A STEMM Lab
• R.E.A.D. Dogs
• Clubs
• Reading groups

When a patient is ready to return home, our school staff sends information about work the patient has completed. We also note any needs the patient has for either special services or accommodations.

An ESL teacher is available to work with patients whose native language is not English. These patients may complete their work in English once they reach an intermediate to advanced level of English proficiency.

We offer bilingual instruction to Spanish- and French-speaking patients who want to complete their work in their native language.

Many high school students take either the ACT or the SAT for college admission. We make sure patients have access to both test prep and test-taking services while they are at St. Jude. We can also help our patients get accommodations if needed.

School advocacy coordinators can meet with families to provide education on:

• Possible cognitive effects a patient may experience
• Cognitive late effec  The patient’s rights as they pertain to special education law

Our coordinators serve as the main point of contact for school personnel. We can advocate for the patient’s educational needs as their treatment ends. We can also advocate for long-term survivors who need extra support. We help:

• Educators understand how treatment may affect learning
• Educators learn about services and strategies to help patients succeed
• Patients and families understand how cancers and blood disorders may affect academic progress
• School districts provide disease education and awareness to staff and students

We also:

• Collaborate with St. Jude personnel, including clinical staff and staff from Psychology, Rehabilitation Services and Social Work, to understand each patient's needs
• Make recommendations for the classroom setting
• Attend Individual Education Plan (IEP) meetings
• Attend 504 Service Plan meetings

We view consultation as an interactive, collaborative, problem-solving process that empowers both caregivers and schools. Our goal is to enhance educators’ understanding about the patient’s needs so educators can provide services that ensure academic success.

The school advocacy process

The school advocacy process involves several steps. They include the following:

• Conduct an initial assessment of the patient's school situation
• Collect educational and medical records
• Review school documentation, including:
  • IEPs
  • 504 Plans
  • Evaluations
  • Progress reports
• Work with multidisciplinary teams at St. Jude
• Develop a plan to address academic concerns, including:
  • Conduct specialized testing
  • Provide a letter to the school that outlines the student's diagnosis, treatment, impact of treatment on learning, and school recommendations
  • Make a referral to either other agencies or St. Jude personnel 

The educational impact of serious childhood illness is immediate and possibly long-lasting. St. Jude patients are generally well-served with classroom accommodations under 504 Plans. Some patients may require more intensive services and support under an Individual Educational Plan (IEP). These services include related rehabilitation services.

Learn about classroom accommodations.

Because of diagnosis and the impact of treatment, our patients can qualify for an IEP under “Other Health Impairment.” The team should meet to discuss revisions if the student was served under an IEP or 504 Plan before treatment. The patient may also need a health care plan.

Our patients often experience and need support throughout their education. 

Patients and families often have mixed emotions when they finish treatment. Patients may experience:

• Separation anxiety from their caregivers or St. Jude
• Effects of the medical condition
• Changes in body image
• Loss of control
• Social isolation

Caregivers may feel:

• Protective of the patient
• Overwhelmed by medical demands

School staff may feel:

• Fear due to a lack of medical knowledge or personal experience with cancer or other illnesses
• Uncertainty about their role in supporting the student or managing side effects in the classroom

Our patients have experiences that are rare for people their age. Although they may be excited to finish treatment, they are leaving friends at St. Jude. Friends from home may have moved on during treatment, and patients may withdraw from social relationships.

Studies have shown that patients report about 3 times as much bullying as their healthy peers. This may be the case even if they are not in the classroom.

As patients prepare to return to school, school advocacy coordinators will talk with them and their families about what they want their classmates to know. The coordinators also discuss what patients and families would like the first day back in the school building to be like. Often, they just want it to be an ordinary day.

School advocacy coordinators can provide education and support that helps facilitate a smooth transition.

Attending school full-time may not initially be possible. Many patients experience fatigue and weakness. They cannot physically make it through a full day of school.

Some patients may have a weak immune system. It may not be safe for these patients to be around large groups of people. Others may have physical challenges that affect their mobility.

It is important that school staff and classmates practice good hygiene (handwashing) to help prevent the spread of germs. Inform the returning patients’ families of any sicknesses or illness outbreaks at school so they can make informed decisions about attendance.

Address a returning student’s needs before their first day back. Reevaluate these needs often. After finishing treatment, patients will have medical follow-up appointments. Schools should excuse all medically related absences. They should also plan for the patient to receive work prior to the absence.

School advocacy coordinators can provide letters to support student attendance needs.