The ‘late effects’ of paediatric brain tumours and the implications for education settings

Abstract

Aims:The survival rates of childhood brain tumours are increasing, with a larger proportion of children surviving five years or more. Although a fortunate and intended outcome, this presents a range of difficulties that must be addressed by the community, including education settings. The focus of this review is to increase awareness and understanding of the difficulties faced by such children, with an emphasis on their inclusion in an educational setting and the facilitative role of an educational psychologist.Methods:To provide a greater appreciation of the complexity of the situation, research and literature in this area was thoroughly reviewed. The paper outlines a review of the aetiology of late effects and the range of late effects presented amongst brain tumour survivors, and concludes with a review of interventions and suggested next steps relevant to education settings, as well as future researchers.Findings:The research is clear: tumour-related late effects have a wide-ranging impact. Childhood brain tumour survivors experience changes and difficulties in the areas of neurocognition, as well as in social, emotional, physical and environmental domains, all of which impact their development and wellbeing. Furthermore, there is a negative association between time since diagnosis and overall adjustment patterns, which is a key consideration point for education settings. Interestingly, there is a high degree of heterogeneity amongst survivors’ developmental trajectories for which educators must account within the framework of typical developmental, so as to provide adequate support and promote their development and wellbeing.