Students diagnosed with cancer who return to school as quickly as possible are less likely to fall as far behind academically and are more likely to be reintegrated readily into the school social environment. For students to return to school successfully, a team of support may be required and should include school professionals. Traditionally, school professionals have received very little training on how to help students with cancer return to the school environment and working with such students can be an intense emotional experience. The present study explored the cognition, motivation, and emotion of school professionals working with students with cancer during the school re-entry process. Case studies were conducted to explore the participants' emotional experience as it related to helping students to return and reintegrate into the classroom environment.
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