Teacher transactions with the emotional dimensions of student experiences with cancer

Abstract

We propose that schools have a particular place in the lives of students living with cancer, and that many teachers are largely unprepared to understand the ongoing psychosocial and physical challenges they can face. We suggest that for teachers who educate students living with cancer there may be emotional stress or satisfaction unique to their experiences that are largely uninvestigated. We also outline a phased line of research that will investigate how to develop school-based, yet community wide networks of support to provide resources than can sustain teachers through the emotionality inherent in walking with students through their cancer journeys. © 2009 Springer-Verlag US.