Continuity in Education最新文献

{"title":"Teaching in Hospital Educational Centers: Navigating Educational Dialogue in Multifaceted Context.","authors":"Meirav Hen, Adi Hadari, Arie Kizel","doi":"10.5334/cie.268","DOIUrl":"10.5334/cie.268","url":null,"abstract":"<p><p>Hospital teachers in pediatric oncology departments operate at the intersection of medical and educational institutions, navigating a complex environment in which the need for clinical care often subordinates pedagogical goals. This study explores the professional experiences of these educators as they manage the inherent tension between the \"logic of schooling\" and the \"logic of medicine\". Using a qualitative-constructivist framework, the study conducted semi-structured interviews with 13 expert teachers and one national supervisor across four diverse Israeli medical centers. Data was analyzed using thematic analysis to identify the core strategies used to bridge competing institutional demands. The analysis identifies the \"student-patient conflict\" as the defining structural tension of hospital pedagogy, arising from the child's dual role as a learner and a patient. To resolve this conflict, teachers employ three primary strategies: Positioning learning as a voluntary choice to restore the agency and control lost in the patient role, helping students master their clinical environment as a form of cognitive empowerment, and using play, humor, and spatial shifts to move children out of \"sick spaces,\" thereby reclaiming the child's \"healthy self\" and student identity. The findings suggest that hospital pedagogy in oncology is defined less by academic instruction and more by the reclamation of identity. The study highlights a significant gap between standardized Ministry of Education policies and the fragmented reality of the ward. It recommends an institutional shift toward recognizing \"pedagogical respite\" as a valid educational outcome, prioritizing flexibility and emotional resilience over traditional curricula to better support students in crisis.</p>","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"7 1","pages":"46-53"},"PeriodicalIF":0.0,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13089368/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147724001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Importance of Learning Skills as Perceived by Adolescents in a Hospital School in Romania vs. Their Non-Hospitalized Peers.","authors":"Maria-Magdalena Jianu, Elisabeta Niță, Mihai Benchea","doi":"10.5334/cie.260","DOIUrl":"https://doi.org/10.5334/cie.260","url":null,"abstract":"<p><p>The purpose of this cross-sectional survey was to evaluate the perceived importance of key lifelong learning skills among adolescents with a history of oncology hospitalization compared to peers without such experience and to identify skills they perceived as underdeveloped. Competencies were categorized following the framework of the Council of the European Union (Jurnalul Oficial al Uniunii Europene, 2018). Hospitalized adolescents were found to more frequently prioritize STEM (23.7%), multilingual (15.8%), and digital skills (13.2%). Non-hospitalized peers emphasized entrepreneurial (21.1%) and STEM skills (15.7%). A higher proportion of non-hospitalized adolescents (31.0%) were unsure about important skills compared to hospitalized peers (7.9%). Regarding underdeveloped skills, hospitalized adolescents highlighted literacy (18.4%) and STEM (15.8%), while non-hospitalized peers reported STEM (19.7%) and entrepreneurial skills (12.7%). These findings suggest that hospitalized adolescents may demonstrate clearer awareness of essential competencies, whereas non-hospitalized peers more often express uncertainty. These exploratory results may point to the potential role of hospital schools in mitigating educational disruptions, supporting continuity of learning, and helping guide adolescents toward developing lifelong competencies aligned with European educational priorities.</p>","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"7 1","pages":"40-45"},"PeriodicalIF":0.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13045791/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147623762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Hospital School from the Health Professionals' Perspective: Roles and Collaboration.","authors":"Francesca Maria Dagnino, Giovanni Paolo Caruso, Edoardo Dalla Mutta, Chiara Fante, Vincenza Benigno","doi":"10.5334/cie.273","DOIUrl":"https://doi.org/10.5334/cie.273","url":null,"abstract":"<p><p>The paper explores health professionals' (HPs) perceptions of the Hospital School (HS) service, focusing on its role within the care process and on interprofessional implications. The importance of HS in ensuring educational continuity for hospitalized children is widely recognised, however, studies show that teachers sometimes feel their role is not acknowledged by HPs and that the quality of interprofessional interactions strongly affects teachers' work and well-being. Using a qualitative approach, individual interviews followed by a focus group, this study investigated HPs' point of view by asking them about 1) their perception of the HS service and teachers, 2) their interactions with HS teachers, and 3) how their collaboration might be supported. Results indicate that the role of HS is perceived in a variety of manners, and relationships with teachers are often driven by individual rather than organizational-mediated practices. Solutions proposed to better integrate HS within the hospital and strengthen collaboration between teachers and healthcare professionals highlight the need for both institutions to actively promote structured opportunities for reciprocal knowledge building, and to introduce coordinating figures that connect teachers with each other and with healthcare staff. HPs' responses in this study reflect challenges reported in the literature regarding inter-professional collaboration among HPs and suggest that some of the strategies developed to improve collaboration within healthcare teams could be adapted to strengthen cooperation between HPs and HS teachers.</p>","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"7 1","pages":"25-39"},"PeriodicalIF":0.0,"publicationDate":"2026-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13004064/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147499973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Professional, Emotional, and Relational Experience of Psychologists Working With Adolescent Cancer Patients.","authors":"Cristiana Punzi, Laura Guidotti, Paola Corsano","doi":"10.5334/cie.180","DOIUrl":"10.5334/cie.180","url":null,"abstract":"<p><p>Despite the important role played by psychologists working with adolescent cancer patients in addressing adolescent-specific issues, there are few data concerning their professional, emotional, and relational experience. Using an open-ended questionnaire, this exploratory qualitative study examined the professional, emotional, and relational experiences of 20 psychologists (aged 27-66) working with adolescents in various Italian pediatric oncology units. Responses were analyzed through a step-by-step qualitative content analysis to identify recurring themes related to clinical practice, relational and intervention approaches, emotional experiences, and professional needs. Findings revealed that participants provide psychological support through individualized, specific, and targeted interventions characterized by an empathic approach, active listening, and emotional closeness. Psychologists reported experiencing contrasting emotions (enthusiasm, compassion, and fulfillment, but also frustration, helplessness, and sadness), especially when dealing with issues such as loss of autonomy, disease progression, or death. Despite the emotional strain, most professionals perceived their work as meaningful and enriching. A need consistently emerged for continuous emotional processing, collegial dialogue, and supervision, to support the psychologists' psychological wellbeing and strengthen multidisciplinary collaboration. Participants also emphasized the importance of targeted training to enhance their competence in working with adolescents with cancer. Overall, the study highlights the lived experience and emotional landscape of psychologists working in pediatric oncology and underscores their contribution to adolescent care from a bio-psycho-social perspective. Supporting psychologists' emotional resilience and professional growth is essential for promoting both clinician wellbeing and the quality of care provided to young patients.</p>","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"7 1","pages":"12-24"},"PeriodicalIF":0.0,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12904134/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146203040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Back-to-School Screening for Children with Cancer and Hematologic Disorders: Bridging Healthcare and Education.","authors":"Michelle Fritsch, Ashley Matthews, Mashal Kara, Anastasia Deeter","doi":"10.5334/cie.288","DOIUrl":"10.5334/cie.288","url":null,"abstract":"<p><p>Children with pediatric chronic illnesses, including cancer and hematologic disorders, face psychosocial challenges that disrupt development, academic progress, and social functioning. While healthcare providers often connect families to supportive resources, comprehensive approaches to school-related needs remain limited. The Back-to-School Screening Program, a practice-based intervention evaluated using a descriptive mixed-methods design, was developed to systematically identify the educational needs of children with cancer and blood disorders at the start of the academic year. The evaluation combined quantitative data from psychosocial screening surveys and service utilization metrics with qualitative feedback from families and interdisciplinary staff. Launched during the COVID-19 pandemic, the program assessed available psychosocial resources, identified barriers to school participation, and facilitated communication between healthcare and educational systems. Between 2020 and 2024, 1,193 families were screened. Results showed measurable improvements in educational preparedness, family satisfaction, and cross-sector collaboration. Outcomes included increased access to educational materials and technology, enhanced family understanding of school supports, and strengthened coordination among healthcare, school, and community partners. Findings highlight the value of embedding educational screening within pediatric psychosocial care to prevent academic disruption and promote resilience. The Back-to-School Screening Program provides a replicable model for integrating educational advocacy into routine care, informing both practice and policy to support the long-term wellbeing of children with chronic illness.</p>","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"7 1","pages":"1-11"},"PeriodicalIF":0.0,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12857629/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146107669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational Services and School Reintegration Supports for Youth After Acute Behavioral Health Unit Hospitalization.","authors":"Heather Ormiston, Polly Husmann, Kristin Wikel, Debra Reisinger, Michelle Curtin","doi":"10.5334/cie.178","DOIUrl":"10.5334/cie.178","url":null,"abstract":"<p><p>Youth with mental health needs significant enough to warrant inpatient psychiatric hospitalization are on the rise. After inpatient hospitalization, youth transitioning back to their school of record need continued support to promote recovery. Little empirical work has been conducted to understand the educational experiences of youth hospitalized for mental health needs. Further, there is a need to document the services provided to youth upon discharge and return to their school of record. Thus, the purpose of this empirical study is to better understand the patient population (n = 264, mean age = 14.04 years old; 70.1% White, 73.2% female) of an acute behavioral health unit in a free-standing Midwestern children's hospital and the educational services (e.g., consultation, direct instruction, support for reentry, and educational advocacy services) provided by the Hospital-Based School program prior to, during, and post-hospitalization to those students. Significant differences in educational services were identified based on some student demographic characteristics such that older students were more likely to have a 504 plan at admission, and individuals with neurodevelopmental disorders, psychosis, and other mental disorders were found to be most likely to have special education services prior to admission. Implications for practice related to improved care coordination upon reentry between hospitals and schools and the role of schools in the provision of behavioral and mental health services, limitations of the current study, and directions for future research are discussed.</p>","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"6 1","pages":"162-178"},"PeriodicalIF":0.0,"publicationDate":"2025-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12577547/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145432437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating Robotics in Hospital and Home Education: A Systematic Review of Innovative Teaching Practices.","authors":"Federica Pelizzari, Simone Rocco, Simona Ferrari","doi":"10.5334/cie.156","DOIUrl":"10.5334/cie.156","url":null,"abstract":"<p><p>This paper presents a systematic literature review (SLR) on integration of robotics in hospitals and home-based educational settings. These schools provide essential educational environments that uphold children's right to education during prolonged illness. The review explores flexible didactic design, time adaptation, and personalized teaching approaches that are crucial in these contexts. It also examines how digital technologies-specifically coding and educational robotics-enhance pediatric educational experiences, reduce isolation, and improve psychological and social well-being. Coding promotes computational thinking and soft skills, while robotics fosters creativity and leadership, making hospital learning empowering and engaging. A comprehensive search, following the PRISMA framework, was conducted across Scopus, Web of Science, JSTOR, ERIC, and Google Scholar, to identify peer-reviewed studies published between 2010 and 2023. Inclusion criteria targeted studies on robotics in hospital or home education. Grey literature, non-peer-reviewed studies, and research unrelated to non-standard schooling contexts were excluded. Out of 1,500 articles, 30 met the inclusion criteria and were analyzed across four domains: research types and sample profiles, teaching methodologies, technological tools, and skill development. Findings showed that robotics supports educational continuity, fosters engagement, and develops critical skills such as problem-solving, creativity, and leadership. It also reduces social isolation and enhances emotional well-being through interactive, personalized learning. Despite promising results, however, gaps remain, particularly regarding adolescent needs and long-term impacts. This study offers a foundational synthesis for future research and practical applications, emphasizing robotics' transformative potential in inclusive, future-oriented learning for children in non-conventional settings. It deepens understanding of how robotics addresses educational challenges and provides a base for continued research.</p>","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"6 1","pages":"135-161"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12412443/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145016361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When School Walls Meet Emotional Hurdles: A Cross-Sectional Study on Alexithymia and School Refusal in High Schools.","authors":"Mohammad Jahanaray, Ali Jahanaray, Atena Pasha","doi":"10.5334/cie.169","DOIUrl":"10.5334/cie.169","url":null,"abstract":"<p><p>Alexithymia, the difficulty in recognizing and expressing emotions, can create significant challenges for students, contributing to anxiety and stress that predict school-refusal behaviors. This study explored how alexithymia and school refusal behaviors impact high school students' academic performance (grade point average; GPA), considering how gender, school type, and academic major play a role. Utilizing snowball sampling, 265 students with a mean age of 16.41(<i>SD</i> = 1.7) participated in the study online, completing the Perth Alexithymia Questionnaire (PAQ) and the School Refusal Assessment Scale-Revised (SRAS-R). Through statistical analyses, including path analysis, quasi-Bayesian mediation, and Hayes moderation, we found that alexithymia and GPA were associated. Also, school refusal behaviors, like avoiding social interactions or seeking tangible rewards, did not mediate this relationship but school refusal due to avoiding negative emotions positively predicted GPA. Students in STEM (science, technology, engineering, math) fields, known for their rigorous and less emotive curricula, showed higher levels of alexithymia. In contrast, public school students were more likely to skip school for external rewards. Female students had lower alexithymia scores and higher GPAs than males. Path analysis, in turn, revealed that studying in gifted school and F2 (escaping evaluative situations) showed the largest effect sizes. School refusal findings highlight the importance of tailored interventions: public schools' high F4 needs mentorship, peer support, and extracurriculars to counter socioeconomic refusal drivers. Also, embedding emotional literacy workshops into the curriculum, offering flexible attendance options, and fostering supportive environments with peer mentoring or teacher check-ins can counteract emotional isolation and distress, proactively addressing alexithymia's roots and refusal triggers before they escalate.</p>","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"6 1","pages":"121-134"},"PeriodicalIF":0.0,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12315678/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144776368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Short-Term Effects of Hospital Schooling on the Resilience of Hospitalised Children.","authors":"Ana Padillo-Andicoberry, Francisco de Asís Díaz-Beato, Encarnación Sánchez-Lissen, Clara Romero-Pérez","doi":"10.5334/cie.172","DOIUrl":"10.5334/cie.172","url":null,"abstract":"<p><p>Stresses related to illness, hospitalisation, and the disruption of educational activities and daily routines often have a negative impact on children, with panic situations or anxiety states being the most frequent manifestations. This study explores whether participation in routine hospital school activities is associated with short-term changes in children's resilience during hospitalisation. The present study aimed to examine the resilience dimensions upon entering and leaving the hospital school and to analyse whether the curriculum-based activities and other parameters related to disease and hospitalisation could influence children's resilience evolution. A prospective study was conducted with 52 children (31 girls and 21 boys) aged nine to 14 years, who attended the hospital school. The average attendance was one week. The School Resilience Scale for children, which includes five dimensions, was used at admission to the hospital school and before hospital discharge. An adapted visual Likert scale was repeatedly applied after school provision to assess children's satisfaction with the curriculum-based activities. Upon admission, the resilience percentile was 50.19, improving to 63.40 before discharge (<i>p</i> = 0.022). This improvement was higher in children who attended more than three days of school (<i>p</i> = 0.014). Enjoyment of activities (<i>p</i> = 0.029) and the perception that school lessons helped the children not to worry about illness (<i>p =</i> 0.045) were the only variables associated with the SRS improvement. The observed results suggest that educational activities provided in the hospital school during the evaluated period can positively enhance resilience in hospitalised children.</p>","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"6 1","pages":"104-120"},"PeriodicalIF":0.0,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12273691/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144675945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strengthening Professional Collaboration and Expertise: Implementing and Sustaining a Hospital School Community of Practice.","authors":"Miranda Field, Heather Lewis","doi":"10.5334/cie.165","DOIUrl":"10.5334/cie.165","url":null,"abstract":"<p><p>This practice-based intervention paper describes the design and implementation of a Community of Practice (CoP) intervention for hospital school professionals across three hospital sites in Saskatchewan, Canada. The intervention consisted of four structured sessions per academic year, two mandatory and two optional, offered during school division professional development days. Each session included facilitated dialogue, guest speakers, collaborative planning, and resource sharing tailored to the realities of hospital-based and inclusive education. Structured using Wenger's theory of social learning and reported following the GREET (Guideline for Reporting Evidence-based practice educational interventions and Teaching) framework, the CoP was conducted from September 2016 through June 2021. It involved elementary and secondary teachers from hospital schools, complex needs programs, mainstream schools, and student teachers, totaling between 7 and 11 participants annually. The intervention aimed to address the unique professional development needs of hospital teachers, mitigate professional isolation, enhance interdisciplinary collaboration, and support evidence-informed practices tailored to students aged 5-17 with complex medical and mental health needs. Data were collected through attendance records, facilitator notes, participant feedback, and reflective forms. Analysis employed a thematic approach using deductive alignment with predefined learning objectives and inductive methods to identify themes. Results indicated the CoP effectively fostered relational trust, professional renewal, adaptable resource co-creation, and sustained engagement despite systemic and bureaucratic constraints. Knowledge translation efforts included podcast interviews, conference presentations, and field trips to showcase and disseminate the CoP model. Recommendations include integrating robust evaluation frameworks at the intervention outset. This intervention provides valuable insights for replicating CoP models, the intervention, within similar interdisciplinary education-healthcare contexts.</p>","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"6 1","pages":"91-103"},"PeriodicalIF":0.0,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12247828/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144627315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}