Childhood cancer survivors' experiences in school re-entry in South Korea: Focusing on academic problems and peer victimization

Jaehee Yi, Min Ah Kim, Jun Sung Hong, Jesmin Akter

Research output: Contribution to journalArticlepeer-review

18 Scopus citations


Childhood cancer survivors are confronted with numerous problems when they return to school after the completion of treatment. This study investigates the school re-entry experiences of childhood cancer survivors in South Korea. In-depth qualitative interviews were conducted with 31 childhood cancer survivors who were between 15 and 39 years old and had completed all cancer treatments at the time of the study. Participants reported being excited about school re-entry, but also being fearful and concerned about their academic performance and peer relationships. The participants' school re-entry experiences were mostly impacted by their relationships with their peers and teachers. They expressed having had psychosocial problems related to school re-entry, such as feeling a sense of loss and a lack of social skills. Our study findings emphasize a critical need for supporting childhood cancer survivors, both academically and socially, in their transition to school.

Original languageEnglish
Pages (from-to)263-269
Number of pages7
JournalChildren and Youth Services Review
StatePublished - 1 Aug 2016

Bibliographical note

Funding Information:
This research was supported by funding from the Korea Childhood Leukemia Foundation .

Funding Information:
My teacher told me about educational support. It was very helpful for us to receive financial support from the Office of Education because my family was already struggling financially and paying the medical bills on top of that was so hard for us.

Publisher Copyright:
© 2016 Elsevier Ltd


  • Academic performance
  • Cancer
  • Health
  • Peer victimization
  • School re-entry
  • South Korea


Dive into the research topics of 'Childhood cancer survivors' experiences in school re-entry in South Korea: Focusing on academic problems and peer victimization'. Together they form a unique fingerprint.

Cite this