For centuries, education systems were designed to expect and create homogeneity amongst their students. More recently, international conventions and national policies require schools to embrace diversity and include all students. A short overview will be provided as to how states responded to these social and political developments by developing competency-based curricula to promote a more personalised and flexible approach to learning. Switzerland has recently introduced a “Curriulum for All” and developed guidelines for its application to children with severe and multiple impairments. Rooted in the capability approach of Amartya Sen and Marta Nussbaum, teachers and other professionals are supported in expanding the curriculum to embrace the diversity of cultural values, social and emotional experiences as well as skills and potentials. Teachers are invited to let themselves be guided by a personalised vision of empowerment rather than a child’s deficits when designing learning opportunities – supported by a facilitating environment, both at the levels of schools and the education system. To achieve a competency-based perspective for children and young people with medical or mental health conditions, it is important to differentiate between the disability situation, the participation situation, and the education situation. The combined and coherent application of a competency-based curriculum and the International Classification of Functioning, Disability and Health (ICF, World Health Organisation) facilitates the realisation of a rights-based approach to education for children with disabilities and health conditions. Special attention will be given to the alignment of ICF key concepts like environmental factors (both barriers and facilitators) and participation with the design of learning environments and the concepts of access, participation, and achievement.

Hospitalization is always a traumatic event for children. It is important to create a communicative base that facilitates the child’s adaptation to the new hospital environment and the continuity during this period of time (Kanizsa and Luciano 2006). Teachers need to understand patients’ emotions and they have to act as a bridge between the small impatient room of the child and the outside world (Caggiano et al, 2021). Given their universal characteristics, arts are often used as a tool to facilitate emotional expression of children in hospital (Wikström, 2005). The present speech reports on a peer-education, art-based programme focuses on the collaboration between regular school and hospital school whose aim is to reduce students’ isolation. Namely, Closed Up objectives for children with medical or mental health needs, for mainstream school children and for teachers are in particular:
 Fulfill different activities within the belonging school
 Arrange sharing moments involving every single component of the project
 Promote cooperation among teachers, educators and social operators during the planning phases of the activities and the creation of new forms of intervention
 Stimulate sense of adjustment in the mind rather than in the behavior so that students can change their perception of the problems and at the same time teachers their perception of the students
 Promote the use of local resources to develop activities, experiences and opportunities

The essential components of the CLOSE UP support system are tools for sharing knowledge and good practices in Homebound Special Education (HBSE); the assisted planning of educational interventions directed at a special user base, and training of social/education workers as a mutual learning.
23 students and 3 teachers were involved in the programme in the period from September 2017 to May 2018. The programme focused on three main activities:
1) ‘I have a dream’, an activity based on the transformation of sentences from literary works and poems, in two-dimensional and three-dimensional activities.
2) ‘Ma che musica maestro’, an expressive music activity where children can use everyday life object as musical instruments.
3) ‘Ogni favola è un gioco’, which consisted in the fairy tale performance using the puppet show.
The evaluation phase of the project, in line with the objectives above mentioned, had the aim to know the approval rating of students as regards the organization and the activities. Specifically, the survey submitted to the students was based on the spirit of inclusion and on the right to happiness of children.

The evaluation was based on a multiple choice satisfaction survey administered to a sub-sample of 30 mainstream and hospital school students (age 10-13). Results show that: exercises and activities have been well organized, expert teachers have inspired students interest, lessons have been conducted in peaceful atmosphere. (satisfaction survey table above*)
Starting from Art, Music and Theatre, it is possible to set up a teaching unit based on emotions giving pupils the chance to express themselves and to reach several goals in their education path. The Close Up programme could be a good starting point for the innovation of Primary and Junior High schools in the Italian Education System, giving a different approach to the creation of teaching units.

For children, access to/participation in a quality education is ‘normal’. It’s also enshrined in international law as a Right of the Child including those living with a chronic health conditions. In Australia approximately 65,000 children and adolescents, together with their families, educators and health-care professionals, every year juggle the challenges of maintaining their participation in a quality education or school whilst also managing their health care needs. Some children and adolescents with a chronic health condition may spend either extended lengths of stay in hospital receiving treatment or repeated short stays in hospital. In addition, many children and adolescents also spend substantial amounts of time recovering at home prior to their return to school. When children and adolescents are absent from school due to a chronic health condition, school engagement can be affected. Disengagement from school is associated with poorer academic achievement, social emotional functioning and career choices (Abbott-Chapman 2013; Bond 2007; Hancock 2013). Educational support programs for children and adolescents with chronic health conditions, therefore, aim to prevent them from becoming disengaged from school, education and learning.

It is important to know if these education support programs are effective and do not, perhaps, cause harm/stress. In this seminar I present the findings of a Cochrane systematic review of controlled studies that have examined the effectiveness of educational support in programs. We included randomised controlled trials (RCTs) in our review as they are generally regarded to be the ideal method for evaluating the effectiveness of educational and healthcare interventions (Chalmers, I 2003; National Forum on Early Childhood 2007; O'Connor 2011). While not the only study design that can investigate the impacts of interventions, RCTs produce evidence of the counterfactual and have been shown to be less vulnerable to bias compared with other study designs (Lewis 2004). Both of which are important if we are to make claims of causality. Other inclusion criteria were: participants - must include children or adolescents (aged four to 18 years) with a chronic health condition, intervention - must include educational support, outcomes - must report the primary outcomes (i.e. school engagement or academic achievement) or secondary outcomes (i.e. quality of life, transition to school/school re-entry, mental health or adverse outcomes).

We searched eight electronic databases which span the health/medical and educational disciplines (e.g. MEDLINE (Ovid), PsycINFO (EBSCO), ERIC (Education Resources Information Center)). We also searched five grey literature trials registers and databases to identify additional published and unpublished studies.

The database searches identified 14,202 titles and abstracts. One hundred and twelve full-text studies were assessed for eligibility, of which four studies met the eligibility criteria for inclusion in the review.

Findings from this review lead us to say that we are uncertain whether education support interventions improve either academic achievement or school engagement. Of the secondary outcomes, we are uncertain whether education support interventions improve transition back to school/school re-entry. However, we suggest there is some evidence that education support may improve mental health, measured as self-esteem, slightly. Quality of life was not measured in any included study. No adverse effects were measured or reported in any of the included studies.

We conclude that the current evidence of the effectiveness of educational support programs for children and adolescents is in its ‘infancy’. Why is this so? Given that in most developed countries paediatric hospitals/units have been providing educational support programs for the best part of a century. And, secondly, what can this current situation tell us about some of the challenges for building the evidence base going forward to inform effective practice and policy?

Children or adolescents who come back to their previous institution after being hospitalized do not exactly “come back” to their own school, because school has never abandoned them, also while they were in hospital. Then, we are considering not only the problem of “coming back to classes” (this would imply that lessons had been suspended during hospitalization), but a continuity of the school experience, which takes place with different teachers and in a different environment, but with the same pedagogical aims and coherence in the syllabus. Unfortunately, it is not always easy to become aware of this continuity, as the SIO is frequently not perceived by other teachers (-and not only-) in all its educational strength and authenticity. The continuous dialogue between the SIO and the school of origin, and above all the care of the student at the moment of discharge from the hospital, are fundamental not only for the student ,but mostly for the whole school environment to which they belong. The problem is not only about certifying how much a student has learnt while staying in the hospital environment, but of understanding the valuable educational importance of the SIO, so as to highlight all the educational and pedagogical aspects of this approach. We should focus on “How” ( and not only on “What”) a student has learned during hospitalization, which is far more important than schematically certifying all topics that he/she may have acquired; obviously, this does not imply disregarding traditional teaching of specific subjects , but it is essential to consider them in a wider scope, taking into account the story of the student’s life, including all 'fractures' caused by the consequences of his illness and of treatments. For this reason, a continuous dialogue and a clear and strong agreement between the SIO and the school of origin are necessary, as well as a careful attention to the dynamics that the student has activated towards the teachers, which could provide precious information, after re-admission to classes. What can schools learn from the didactic experiences of SIO? First, more attention must be paid to the specific characteristics of the single student, his emotions, his peculiar learning process; and in addition, the ability to teach in a critical environment, with times and spaces that are different from those of the classroom; the importance of paying attention to the particular conditions of the student (if he is tired, motivated, or afraid…). Furthermore, the importance of including the educational experience in the individual and personal emotional story of the student. How can we operate so that these valuable characteristics of the SIO could be shared and implemented also by all the different realities of the school system?

1990. My professional journey starts. My journey has been remarkable simply because I wear a white coat in front of children and adolescents who wear a pijama. While their parents disclose their naked soul and bleeding hearts to me. I fully realize how our relationship is unbalanced.
Who. You decided to take care of the most fragile human beings - children who are affected by a life-threatening disease - and possibly cure them. While you try to cope with pain and grief, you have to stand in front of their parents. You are dealing with people who need to find confirmations that the most precious person in their world is in good hands. You have to gain their trust. Some parents are so upset that they may even identify you as the source of their grief. Few of them may not even believe that a woman should be a doctor.
What. I treated more than 900 children, often with refractory leukemia, sometimes at dismal prognosis, by means of bone marrow transplantation and/or the innovative CAR-T cell strategy. It happens that they fight between life and death. So do their parents. The resilience of my patients and their parents will never stop surprising me.
Building an alliance between colleagues, nurses, educators, child life specialists and families is the added value of our work.
Whom. Your patients might come from all over the world. And the help of somebody mediating between you and their culture is crucial. You’ll be taught that the first son in a Muslim family is the father’s child, that a Chinese family will expect you to understand what’s going on with their child without answering annoying questions, as you are the technician and you are the one who should know, and that death has its own rituals which are different in each culture.
How. With full dedication. If you want to sleep well at night - which is not often the case - you better make sure that you did whatever is needed to be done. Nothing scientifically sound and/or sensible should remain out.
When. Easy answer if it means “how long for”. More than 30 years. Too difficult if it comes for when “on” and “off”. Will you be able to quit at the end of your day?
Why. All the “whys” of whoever works in pediatric hematology. The goal is making a children and adolescents healthy, by allowing them to play, to study and learn, not to suffer, to be eventually cured. And it is indeed the whole team which plays a huge difference. Teachers and educators will prepare them to their real life, as life will continue during the disease and hopefully thereafter.
Winning and failing. We may now cure patients whom we could never rescue in the past. But treating is not always curing. You’ll have to experience some failure. Which will be devastating. For you and your team.
For the children, who always know much more than what you (and their parents) could think. For the adolescents. Deciding on how much adolescents should be told upon end-of-life is controversial. I often read that if you don’t tell your patient the truth, who else should do it?
And for the parents. Surviving your children is against nature. You’ll never recover. It will take time to survive and a much longer time to live thereafter. Grief will be something you’ll have to carry with you for the rest of your life. You do not “get over it”, you do not “move on”. Period. But, sometimes, you may learn how to deal with your grief and let it grow as a gift for somebody else.

BACKGROUND AND PURPOSE In line with the bio-psycho-social model, the birth of psycho-oncology and its subsequent affirmation in the hospital context has demonstrated the importance of the psychologist in the treatment path of the patient and their family (Capello et al., 2004; Galli & Pagliaro, 2017). The analysis of the literature has highlighted the presence of an important emotional load in these professional figures but, despite this evidence, there is little research relating to the psycho-emotional and relational experience of the psychologist who works with cancer patients (adulthood and/or childhood) (Wiener et al., 2012). The aim of this contribution is to analyze the emotional, psychological and relational experiences of psychologists working with cancer patients, especially adolescents. METHODS The research involved twenty psychologists and psychotherapists (15 females and 5 males), aged between 27 and 66, working in pediatric oncology wards in various Italian regions. They were given an online ad hoc semi-structured questionnaire aimed at capturing their psycho-relational experiences.
This questionnaire was developed after studying the training needs of psycho-oncologists which allowed to identify psycho-social dimensions, such as emotional and relational aspects and the psychologist needs. These constituted the thematic areas within which the specific questions were formulated.
The answers were analyzed using a step-by-step analysis. The individual researchers first independently read the answers several times, then identified some specific recurring themes, and finally compared each other to arrive at an overall description of the investigated dimensions. FINDINGS Activities: Professionals offer individual and family psychological support, mainly through clinical interview. Emotional experience: The majority of participants believe that working with adolescents is more difficult than other ages due to the complexity linked to the developmental stage in which the adolescent is. Psychologists report experiencing positive feelings (e.g: enthusiasm, happiness, satisfaction, tenderness), as well as negative feelings (e.g: anger, sadness, fear, frustration, helplessness, tiredness). Similarly, relating to the parents also arouses positive and negative emotions. Relational aspects: Overall, some relational difficulties emerge that are coherent with the stage of development in which the patient is, together with difficulties deriving from the personal characteristics of the boy or girl they are working with. Despite this, the way of relating to the adolescent refers to aspects of spontaneity and authenticity. Active listening and relational modalities are used aimed at structuring a therapeutic relationship over time, welcoming the timing of the young people. The majority of participants take an attitude of curiosity and desire to discover the various facets of their interlocutor, trying to use their own language and way of interacting. There are many issues addressed to the adolescent, including bodily changes, sexuality. friendships, the future. These issues have an emotional impact on the psychologist operator. The theme of death, albeit not a taboo, is approached with caution. This theme arouses feelings of sadness, helplessness and anger in the professional. Needs: The need for confrontation emerges as being predominant. CONCLUSIONS AND IMPLICATIONS The study made it possible to investigate, albeit in an exploratory way, the psycho-emotional and relational experience of the psychologist who works with the adolescent cancer patient (Wiener et al., 2012). Mixed feelings emerge, although positive overall, despite the fact that the issues dealt with in the relationship with the adolescent can be emotionally taxing. The need for a continuous coming to terms with one’s feelings confrontation turns out to be a necessary need in order to promote a state of psycho-emotional well-being for the professional. It is hoped that this contribution will provide food for thought useful for enhancing research in this field of investigation, in order to detect intervention strategies useful for supporting the experience and work of these professionals.

Background
For hospital teachers, hospitals have great potential as physical learning environments to develop competencies for climate action. On one hand, hospitals generate significant environmental footprints through their energy consumption, waste production, and as major consumers of industrial food production. On the other hand, hospitals prevent and cure diseases in a time when climate change is considered the biggest global health threat of the 21st century.

Sustainable development (SD) is now a core curriculum component of education in Norway, where it is one of three interdisciplinary themes (Kunnskapsdepartementet, 2017). Here, a series of three school projects at The Oslo Hospital School is presented, which have attempted to implement Education for Sustainable Development (ESD) in the context of hospital teaching. ESD is a teaching and learning approach that aims to empower learners “to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity” (UNESCO, 2014, p. 12). The projects received funding and support from The Sustainable Backpack—a national initiative in Norway to promote ESD in schools.

Learning objectives
In Norway, all hospitals have committed to reducing their carbon footprint significantly. Thus, a key factor for us has been to create a partnership with the environmental leadership at Oslo University Hospital. Our main objective to do so, has been to include our students as active participants in the local and real-life environmental measures of the hospital. This enables the students to work in a holistic approach that is considered central to ESD, acknowledging the social, environmental, and economic aspects of the issue (Sandell et al., 2005).

Activities
In the first project, students from 6 to 18 years old participated in various stages of developing a small rooftop garden at the children’s ward of Oslo University Hospital’s Ullevål hospital. They designed their vision of a hospital rooftop garden, chose specific models and colours of climate-neutral outdoor furniture, and planted vegetables and bee-friendly flowers.

In the second project, we invited our students to suggest environmental measures for the hospital in collaboration with environmental leadership at Oslo University Hospital. The students could explore relevant issues and submit their proposals to the environmental leadership, who reviewed and attempted to implement them.

For our third ESD-project, we worked towards a sustainable poetry exhibition at the hospital to celebrate World Poetry Day. By using creative writing to co-create with our students, we attempted to affect people through art and literature and explore how poems about sustainability and climate change could empower our students and have their voices heard in the hospital.

Evaluation
The three projects have each resulted in specific environmental measures in the hospital, based on student work, such as a rooftop garden and sustainable poetry exhibitions. 68 suggestions for the roof top garden were considered. The hospital received 88 environmental measures from students. And 31 poems, written by students, were featured in the main poetry exhibition. Feedback from the students themselves indicates that the level of actual student involvement was an important and positive feature. In addition, the rooftop garden, received attention from The South-Eastern Norway Regional Health Authority, Health Care Without Harm, and World Green Infrastructure Network.

Conclusions and implications
Taken together, the three projects demonstrate ways in which hospital schools can collaborate with hospitals to create meaningful learning environments for exploring complex issues of sustainability. Key insights for implementing ESD in the context of hospital teaching were, in these cases, centred on partnering with environmental leadership at the hospital and other community actors, funding, interdisciplinary collaboration, time allocation and school organisation.

Background and Purposes: The work presented here describes the research developed in the Education and Culture Sector of a Brazilian pediatric hospital. The general objective of the research was to analyze and describe how the communication applied in the relationships between subjects involved in caring activity favours the follow-up of pediatric patients, schooling, family ties and connection with teams favouring healthy ties and adherence to treatment. It should be noted that this hospital is a pioneer in its region in pediatric care and in the insertion of teachers in a hospital context, and the attendance to schooling were initiated in 1987 due to the bias of social assistance and gave rise to the Education and Culture Sector, installed in the hospital since 2002. The study is theoretically based on research in education and health, hospital pedagogy, humanization and multidisciplinary/multiprofessional practice conceptualizing and relating theory and practice. The problematic involved in the research is related to the complexity of medical care for children and adolescents in Brazil.

Methods: The research methodology is linked to the characteristics of the study developed. We chose a qualitative approach based on participant-type intervention research, "pedagogical, social and political practice" developing reflections based on the experience of researchers and other research subjects and aimed at solving a problematic situation for a given community (STRECK; ADAMS, 2011, p. 482), in the case of this study, aims to improve shared practices to guarantee the rights to health and education.
Findings: There’re many findings of this study, we briefly describe some important points of the study. We began by noting the importance of the schooling process during health treatment. It’s understood that the child/adolescent who is in health treatment, is in a moment of physical, emotional and psychological fragility and therefore needs all possible support. Schooling and maintaining ties with family, friends and school are an element of support during treatment. For, it will be necessary to stimulate what is healthy. Thus, the insertion of teachers in a hospital context with the function of supporting the process of learning, research, discovery, Play and connection with life supports the development of conditions for the production of meanings during hospitalization and periods of health treatment. Next, we can describe communication as an essential element in the process of health treatment and schooling. In line with Matos and Mugiatti (2014, p. 85), "the construction of knowledge necessarily implies communication". This communication establishes the necessary links for the development of educational activities and for health care. Finally, we identified the presence of a web of relationships involving children/adolescents, family members, teachers and health teams. We observed that it’s knowing the nursing teams, physicians, psychologists, physiotherapists, social workers and other professionals of the hospital that the multiprofessional team is formed and organized. In this team, each subject plays their role, but the goal is unique, the well-being of the child/adolescent who is under their care.

Conclusions and implications: We concluded that it’s necessary to recognize the inter/multiprofessional character of health care, especially in pediatric care. In addition, it’s essential to understand that all the activities developed within hospitals, the context, the subjects and the actions are "correlated and fundamental factors to achieve better conditions of being and being in hospital". (MATOS, 2012, p. 166). Thus, the knowledge of teams, mutual interactions and all factors related to the routine of children and adolescents during hospitalization are part of a web of relationships that forms in the hospital environment and bring the delimitation of teaching work in this context, but they determine collective and interdependent work.

Adolescent mental and physical health is often impacted by how they socially interact with others online. When these interactions are negative, the consequences for youth in terms of health may be grave, including dropping out of school, social isolation, psychological discomfort, physical pain, self-injury, suicide ideation and suicide. Since negative online social interactions are increasingly prevalent among children and adolescents, it is crucial to identify the teaching practices and strategies that teachers use in the classroom which support the needs of their students experiencing these consequences and promote their well-being. It is also essential to investigate teachers’ perspectives regarding youth’s use of social media to engage in social interactions online. To reach these objectives, a mixed research design was used based on self-report measures (Inventory of Observed Incidents of Cyberbullying) with both quantitative and qualitative data. Participants involved 543 teachers (Mage=49.98; 79.5% female; M=23.79 years of service) who answered online closed and open-ended questions regarding the teaching practices and strategies they use in the classroom to support the needs of students who experience grave consequences from negative online interactions, and their colleagues; their perspective about their students’ use of social media to engage in social interactions online; and concerning activities which may build resilience in the classroom to foster student well-being. A link was sent out to teachers randomly at a national level through the school district boards and teaching associations. Frequencies were calculated and inductive content analysis were performed on the quantitative and qualitative data, respectively. We identified the teaching prevention practices and strategies used in the classroom to support the needs of students and promote their well-being. There were frequently (40.9%) or sometimes (43.1%) used in-class group discussions. The remaining teachers rarely or never used in-class discussions. The categories found in these discussions pertained to social media safety, Internet security, mental and physical well-being, hours dedicated to online interactions, lack of sleep, and the impact on academic outcomes, among others. Teachers’ awareness of negative online interactions among their students was a strategy found with 38.1% of these professionals having knowledge of cyberbullying situations, as well as individual and group follow-up advice regarding these events. The main categories found regarding the advice given were related to informing other professionals, such as the school psychologist, the principal, and other teachers; talking individually with those involved; informing all students of the consequences related to aggressive interpersonal relations online. Of those who were aware, 88% evaluated their practices and strategies as being adequate for the situation, whereas 6% thought they were inadequate and 5% thought they should have intervened differently. Also, 64% of teachers reported that the situation had been resolved due to their actions, whereas 17% said it had not, and 27% did not know. Concerning teachers’ perspectives regarding children’s and adolescents’ use of social media to engage in social interactions online, we found that 77.2% of teachers reported negative online interactions, such as cyberbullying behavior to be very unfair 78.3% found these to be very severe for the well-being of their students. Students’ interpersonal interactions and relationships with teachers and peers influence their social behavior directly (through modeling/advice) and indirectly through goals and expectations. Thus, there is a need for awareness and understanding from policy makers and specific funded training for teachers regarding aggressive online interactions and the psychological and physical consequences they may have on their students. Developing evidence-based interventions that strengthen the relationship between teachers, other staff (e.g., psychologists) and students, is effective, as these professionals serve as role models and youth become more engaged at school, thus, preventing youth from experiencing online harm and its associated consequences.

Inkendaal Rehabilitation Hospital is a neurorehabilitation hospital in Flanders (Belgium) with 178 in-patient beds subserving 15 rehabilitation trajectories for adults and children. Additionally, these rehabilitation trajectories are organized within an outpatient department.
The children's outpatient department offers an integrated program that includes education, interdisciplinary therapy and care. The target groups of the outpatient pediatric operation are children with acquired brain injury, cerebral palsy, neuromuscular disorders, spinal cord disorders, autism spectrum disorder, other developmental disabilities and deconditioning following a period of intensive care or long-term hospitalization.
Within the pediatric partial day hospitalization, intensive, transdisciplinary rehabilitation is combined with care and education. This offer accommodates children and adolescents with complex rehabilitation needs, whose development as well as school and societal participation is at risk. Management and care are designed and delivered according the ICF-framework. Each year, the partial day hospitalization welcomes 80 children aged 1 to 12 and 16 adolescents aged 13 to 18. Approximately 70 children attend daily.
The children attend the partial day hospitalization and hospital school for one up to three school years.
Funding is obtained from the rehabilitation hospital budget by the federal government of Belgium, supplemented by federal hospital nomenclature for monodisciplinary services. However, the rehabilitation hospital budget only covers 60 children. Through intensive collaboration between the Ministries of Care, Health and Education, financial resources can be pooled (infrastructure) and staff can be deployed flexibly. Thereby, transdisciplinary rehabilitation can be offered throughout the school day.
The children spend the entire school day in a rehabilitation class with their regular class instructor. The different disciplines (i.e. nursing, teaching, physical, occupational and speech and language therapy) pursue the shared objectives, as determined in cooperation with the child and family. This happens during individual or group therapy, taking the environment into account. Medical follow-up can be provided on the service by the presence of a pediatric neurologist and nursing staff.
Each child has its own care plan with rehabilitation goals and follows an individual educational curriculum that is pursued by all team members within the rehabilitation class or during therapy moments. The daily structure of a 'normal' school day at the outpatient children's department is maintained by alternating teaching and therapy with playtime. In the evening, children return home, thereby mobilizing and involving the home context in the pursuit of the child's rehabilitation goals.
In this way, we aim to increase the child's opportunities for participation in order to achieve social integration, optimal education and increased self-reliance. Every 3 months, there is a team meeting (doctor, therapists, teacher, nurse) including the parents to monitor progress and update the goals if possible. Additionally, the need for future rehabilitation and extension of the outpatient admission is evaluated. After the outpatient admission, the child returns to the regular school or to a school for special education.
The partial day hospitalization counts with 20 teachers, 11 caregivers (first level and specialist nurses) and 1 pediatric neurologist on a daily basis. On a weekly basis, 6 physiotherapists, 5 speech therapists, 3 psychologists, 5 occupational therapists and 1 conductor (conductive education) are deployed. The departmental management consists of the doctors, head therapist, head nurse and hospital school director.

BACKGROUND Over the years, the importance of the figure of the volunteer in the care path of the patient and their family has been demonstrated, especially in the oncology departments. The volunteers’ task is to make the emotional load deriving from the disease and from the treatment path more tolerable (Casiday et al., 2008). In the pediatric oncology field, the volunteer, through the proposal of ludic-recreational activities, proximity and support, proves to be an integrated figure in the care and assistance of the young patient and their family. The psycho-emotional experience of the volunteers appears to have been little investigated in the literature, which nonetheless highlights ambivalent feelings and motivations (Buralli & Amoroso, 2011). This contribution began with the exploratory objective of investigating the experience, the psycho-emotional experience and the needs of the volunteer in pediatric oncology departments. METHODS Twenty-two pediatric volunteers (F= 16; M=6) (Mage= 42.5; SD= 15.44), belonging to pediatric oncohaematology departments, were administered an ad hoc semi-structured questionnaire aimed at recording their psycho-emotional experiences and their experience. The answers were analyzed using a step-by-step analysis. The individual researchers first independently read the answers several times, then identified some specific recurring themes, and finally compared each other to arrive at an overall description of the investigated dimensions.
FINDINGS Activities: The volunteers work through the proposal of ludic-recreational activities and support aimed at children and parents. Emotions: The majority of participants evaluate the volunteering activity very positively, considering it an experience of personal enrichment and as affording important lessons. The feelings experienced are happiness, sharing, strength, empathy, well-being, gratitude, growth, fulfillment, admiration and pride. However, there are also feelings of insecurity, discomfort, frustration, a sense of helplessness, deriving from the approach to pediatric oncological disease and the gravity of some clinical situations. Relationships: For the majority of pediatric volunteers it is more complex to relate to adolescents due to the high psychological and emotional suffering they can experience as a result of the greater level of awareness of the oncological disease. Together with this, the volunteers also maintain relationships with their parents, who are often involved by sharing personal issues. Although most of the volunteers feel appreciated and sought after, it emerges that sometimes they are unable to operate due to the young patients’ refusal or that of the parents. This situation is perceived as frustrating, but is accepted and understood. The relational climate among the volunteers is described positively, in that they feel part of a group. Motivations: In relation to the motivations that drive the volunteers to carry out their work, the results allow us to highlight two types of motivation: other-oriented, aimed at satisfying prosocial and altruistic needs, and self-oriented, aimed at satisfying a personal need. Needs: Although the participants followed a training course before becoming volunteers, guaranteed by the Association for which they work, and participate in moments of discussion and training, among the main needs highlighted there is that of more training and the presence of mentors who can guide and support them in their work, providing moments of sharing and discussion. CONCLUSIONS The results obtained, albeit of an exploratory nature, are in line with what has been expressed in the literature regarding the emotional experience of the volunteer, who presents conflicting feelings, but which can be traced back to positive experiences and growth (Galindo-Kuhn, & Guzley, 2001). The presence of other-oriented and self-oriented motivational aspects confirms the literature reports (Marta & Pozzi, 2007). The need for continuous training, support and comparison proves to be necessary in order to promote a state of psycho-emotional wellbeing for the volunteers themselves (Brighton et al., 2017).

Your smile: The magic of smiles in music education in the hospital setting of a paediatric oncologic ward Susanne Mauss Background and purpose: In a hospital environment, children usually have no opportunity to engage in instrumental music group activities. In cooperation with „mdw“ (University of music and performing arts Vienna), we are able to allocate the necessary resources acquire the best teachers and establish suitable methods. This resulted in a project which offers proper music teaching and simultaneously cheers up not only the involved children, but the entire ward. Description of learning methods: Most importantly, the schoolchildren immediatedly take part as participants not as listeners. Children`s natural behaviours such as being curious, discovering by experimenting, playing, imitating and exploring, lead to learning while they perform in the group of musicians. Acting as musicians themselves, they are encouraged and guided by the students of the „mdw“ and their regular teacher as well. Very often children in an oncology ward have short attention spans so using several different activities keeps them focused. We let them jam and freestyle with recently acquired musical elements. We select elements of songs/catchy melodies that children can easily play as a solo. Description of activities: With this project, instrumental music education becomes a part of our regular curriculum. Children are equal participants in the process of learning with the motto: “We are all musicians practizing music together.“ Where possible, movements are used to activate and mobilize children in a cheerful way. Even in the palliative situation, children may experience themselves as actors – no matter how small the possibilities have become. To enrich the students` learning experience, we present a variety of different instruments they can use and learn to play. As an example, playing the drum might be the only way for some kids on the ward to express their anger or bad mood. Learning in a group – whenever possible despite COVID-19- turns those lessons into a more collaborative and interactive learning environment. It also helps to expand horizons under limited conditions in extremely stressful situations. Conclusions and implications: Working together with students of the “mdw“ in our music lessons makes music teaching much more effective: The children participate in an active group performing instrumental music. Parents engage themselves in playing music with their children (for example in isolation rooms) and watch their children being active (again). During performances on the ward, our schoolchildren are seen in a new way by the hospital staff – they are not reduced to their illnesses but perceived as active musicians. Evaluations: In the first year we worked with the course management of mdw and two to three students and myself once a week. Our music units lasted 2x30 minutes. A course for our special music lessons was initiated at the mdw in order to document our experiences and use them for further research. This year we are already working with two groups of music students on two different wards.
“The music lesson is much too short!”, “My child started speaking again after the music lesson!”, “My child is much mor active in music class than usual!2, … are comments we often hear from children or parents and even nurses are singing along with us.
Since October 2021: 36 active children.
References Kölsch, St. (2019). Good Vibrations: Die heilende Kraft der Musik. Ullstein.
Kreusch-Jacob, D., (2006). Jedes Kind braucht Musik. Kösel.
Hirler, S., (2020). Handbuch Rhythmik und Musik. Herder.
Harnischmacher, C. , Hg. Krämer, R. (2012). Subjektorientierte Musikerziehung, Eine Theorie des Lernens und Lehrens von Musik. Forum Musikpädagogik Band 86.

Background and purpose Children who must undergo hospitalization and treatment for leukemia could have, one year after the end of the therapies, the following risk factors predisposing to worse attentional performance: intensity of the treatment, young age at diagnosis and female gender (Buizer et al., 2005). The purpose of this study is: 1 to investigate attentional abilities in a group of leukemic children aged 6-10 years during therapy (at the time of school reintegration) 2. to evaluate the possible impact of medical and socio-demographic variables on attentional aspects and 3. To compare the performance of the clinical group with a control group of healthy peers.
Methods The patients involved were 50 children affected by ALL and AML, with an average age of 8.28 years (SD = 1.46), 24 males and 26 females, 41 who underwent a standard type of therapy, 9 who underwent a more intense cycle for the high risk. This study was conducted at the Pediatric Oncohematology Clinic of Padua, after the parental authorization with signature of the informed consent. The children were assessed through the KITAP interactive test (Zimmermann, Gondan & Fimm, 2002), which evaluates attention capacities through reaction times, errors and omissions. The obtained scores were then compared with a group of healthy peers, assessed at the primary school with the same instruments. For comparison between the clinical group and the control group, participants were matched on the basis of their sociodemographic variables and the same geographical area. The study has a within and between design. Findings A series of ANOVA analyses showed that the children more at risk of attention problems were: those aged 6- 8 years, those evaluated one year after diagnosis with respect to the stop therapy, those with greater therapy toxicity. Moreover, the findings showed that males made more mistakes, while females committed more omissions and have longer reaction times. In the comparison analyzes between the clinic and control groups, greater errors in distractibility (t(49)=-2.65; p=0.01) and in sustained attention (t(49)=-2.57; p=0.01) were found in the control group, while in the clinical group greater omissions in sustained attention (t(49)=2.16; p=0.04), greater reaction times (t(49)=2.05; p=0.04) and number of omissions (t(49)= 2; p=0.05) were found in divided attention. Conclusions and implications The results suggest that the clinical group has attention difficulties related to the speed of information processing and the aspect of selectivity especially in the school re-entry time, even if it shows greater precision and accuracy. It is necessary to implement individualized support programs to help the child in managing his/her attention in classroom, i.e adopting individualized educational plan or learning instruments commonly used in ADHD students. Specific class programs could be set up to empower the social re-adaptation process adopting a network work between the various professionals taking care of the child.

Background:
The School in the Hospital (SiHo) in the Italian context guarantees the possibility for those children /teenagers who, for health reasons, are unable to take part in a mainstream schools’ activities to exercise the right to education. This opportunity usually does not allow to overcome the condition of isolation that inpatients, especially in case of long-term hospitalization, suffer. This situation slows down the learning process and undermines the sense of belonging to the peer group (classmates). The maintenance of social and educational links with school offers young homebound students a sense of normality; moreover, the relationship with classmates mitigates the inpatient students' negative experiences, increases their sense of control and helps them to face treatment better (Maor & Mitchem, 2015).
To address this specific issue, the CLIPSO project (Hybrid Classes For Hospital School) aimed at finding inclusion-oriented methodologies through the use of educational technologies. CLIPSO grounds on the model of hybrid inclusive classroom (HC) developed in a previous project for homebound students (Benigno et al., 2018).

Projects AIMS
The purpose of the CLIPSO project was to study and implement innovative solutions which, by exploiting the potential of technological tools and applications, can ensure that students hospitalized for long and/or periodic hospitalizations maintain social contacts with the outside.
In relation to this purpose, the following specific objectives have been identified:

• Promote the professional development of hospital teachers related the use of digital techonology through laboratory training activities, ;
• Promote the use of technological resources in hospital teaching;
• Promote collaboration with the hospitalized students’ mainstream schools in order to develop inclusive educational activities;
• Analyze the perception of the hospital school by Hospital Health Professionals.

Participants and Activities
Through all the different phases the project involved approximately 70 students (range 5-17 years) and 61 teachers (33 hospital school teachers / 28 mainstream school teachers). Most are woman (90%), in line with general profile of the Italy’s teacher population (OECD, 2017), and their teaching covered all school levels, eleven kindergarten, nine primary, twenty-eight lower secondary, and thirteen upper secondary.
A Participatory Action Research (PAR) was adopted to foster a change in the Hospital School teaching practice by the implementation of ICT in the learning environment.
The principal activities of the project have been oriented to:
• the development Experiential Labs and a permanent online learning environment for both hospital teachers and mainstream school teachers dedicated to the methodological and technological issues related to the hybrid classroom;
• the experimentation of educational activities based on the model of the hybrid classroom adaptable to the needs of the SiHo;
• the experimentation of educational activities using robotics to sustain social dimension
The CLIPSO project was ongoing during the COVID-19 outbreak, therefore several actions were oriented to understand its impact in the context of hospital schooling and homeschooling.
In this sense, interviews were carried out and a questionnaire administered at a national level to analyze the impact of the COVID emergency on the SiHo services.
Evaluation
Considering the complexity and innovation of the experimental project, the monitoring process covered the different phases of the project and involved all the actors teachers, students, families and health professionals. Qualitative and quantitative instruments has been developed to collect data.
Several papers where some findings of the CLIPSO project were reported are presented in the bibliography.

Acknowledgments
CLIPSO was funded by the Compagnia San Paolo, and implemented by the Institute for Educational Technologies of the Italian National Council of Research) in collaboration with two hospital schools (IC Sturla, E. Montale) and the Giannina Gaslini Pediatric Hospital in Genoa, Italy.

Haematology / Oncology School Team (HOST) Program: Supporting Schools to Improve the Wellbeing of Young People and Support them to Stay Physically Well During Treatment. Prolonged school absences and disengagement from education and peers after a cancer diagnosis, resulting in poorer mental health outcomes. This is approximately 70-80 school aged young people in South Australia every year who are diagnosed or relapse with cancer or are being treated for a chronic haematological disorder. Hospital School SA shares the impact of their HOST Program (Haematology / Oncology School Team) and how their goal of supporting schools to consider the impact of cancer treatment on learning, behaviour and belonging, is assisting young people to transition back to the classroom.
We can help these young people together. We can be intentional about the intervention we provide and our support planning based on their identified needs. We can have collaborative discussions with medical and education teams to understand the young person’s circumstances. We can use our judgement, informed by our shared knowledge and experience of that young person to determine risk factors and make plans for responsive actions and review. We can listen together to their lived experience and communicate to them that their views, ideas and experiences hold value. That we can help these young people together. We can be intentional about the support we provide through our shared knowledge of the impacts of cancer, leukemia and also mental health. We can have collaborative discussions with the people involved in their treatment and education to support the young person to have their needs identified, planned for, and reviewed. We can listen together to the young person’s lived experience and communicate to them our interest and support. We can help the young person to make sense of their own stories through belonging and connection to their teacher and peers.
The HOST Program aims to make a positive change to school attendance and the academic / social / emotional wellbeing of young people with a cancer diagnosis.
The program has been running for 7 years and has been supported by the Women’s & Children’s Hospital Foundation over the past 6 years.
The group comprises of nursing, educators, allied health and psychology staff.
HOST supports schools to confidently care for young people by providing clinical information to ensure physical safety, access to educational resources for staff and peers and charity information including access to tutoring and education assessments a
HOST also provides responsive actions that acknowledge the impact of treatment on learning, behaviour and belonging
The program is delivered in school, across two meetings, by HSSA staff, a nurse, and when appropriate allied health and / or psychology.

Initially the school visit program provided a visit at the early stage of diagnosis and focused on the health and educational needs of the young person whilst undergoing treatment
The key areas of treatment were around:
• febrile neutropenia
• CVAD management
• first aid management
• body image
• the importance of maintaining links with peers
It was identified in survivorship clinics that the educational and health support needs changed when the young people were transitioning back to school
The key focus now becomes:
• psycho social focus to support re-engagement with school & peers
• returning at full time capacity
• curriculum modifications as required to allow for fatigue and memory issues
• assessment of mobility and physical access
• HOST has implemented a transition to school care plan with a follow up phone review

Title: "Dogs'n Dreams" Educational Project of Assisted Intervention with Animals (AAE) aimed at children and young people being treated at the pediatric hemato-oncology unit of Treviso
Background:
The "Dogs'n Dreams" project was started in 2016 at the pediatric hemato-oncology unit of Treviso in response to a request from the head of the unit and the psychotherapist. The project involves a weekly activity with dogs aimed at improving the quality of life of patients and reducing stress. The interventions are provided to patients who are not severely immunocompromised and have favorable clinical conditions for contact with animals. The project is registered at the National Reference Center for Assisted Interventions and has a team of professionals, including project manager, veterinarian, dog handlers, and trained dogs.

Objectives:
The objectives favor the educational aspects over those of learning even if the presence of animals help creating a positive, serene and harmonious learning context.
Educational objectives:
1.improvement of self-esteem and motivation,
2.decreased sense of isolation,
3.decreased stress
4.improvement of interpersonal skills
Learning objectives:
5. experimentation of a particularly significant relational context
6.acquisition of appropriate approach behaviors to animals and respectful of their welfare;
7.acquisition of new terminologies and language enrichment.

Activities:
The activities aimed at the individual or small group must be declined according to the objectives established:
Objective 1: Users subjected to strenuous and heavy treatment paths risk seeing themselves only as a disease. All this associated with isolation causes lack of self-esteem that often results in contracted body posture, resigned tone of voice, low mood. The activities proposed in these situations consist of small obedience work units with dogs: users play to give simple commands to dogs such as sitting, grounding, turning, searching, taking, leaving ... The dog responds more assertively the more the command and posture becomes.
Objective 2: The weekly appointment with the dogs translates into a sense of expectation and then of great joy at the time of meeting with the animal and also with its coadjutor. At a time when external relationships are rare, these appointments become important for children. The multidisciplinary team also organizes the therapies of children deemed suitable to participate in the interventions in order to coincide the care on the days when assisted activities are planned, thus forming groups of peers who are involved in simple games with dogs
Objective 3: To reduce stress and promote empathic communication with the animal, grooming activities are proposed that can be carried out by placing the animal on the table or on the bed.
Objective 4: The presence of the animal stimulates curiosity and dialogue contexts that focus on its correct care. The assistants answer questions about the care and behavior of the dog in this way parents and children bring their attention and the contents of their dialogues to topics that are not purely clinical.

Evaluation:
before and after each intervention there is a briefing by the operating team where the intervention is prepared and at the end of which the observation forms filled to monitor the effectiveness of the intervention on the patient and the behavior of the dog during the session are compiled.
The multidisciplinary team of hemato-oncology has the task of identifying the subjects to whom to propose the AAI, in a year about 20 patients are involved in the activity.
During the course of the meetings and through the analysis of the observation sheets and sometimes thanks to the video documentation carried out, it was verified:
increased mood;
increased tone of voice;
improvement of self-esteem;
improvement of child-child, adult-child, adult-adult relationships;
improvement of future design;
increased collaboration during medical practices.

CONTEXT:
The experience of Narrative Medicine arises from the research of strategies and methods, a shared approach of care to support the coping with an oncological disease. The Practitioners and Teachers of the multidisciplinary Team of Oncology Ward of the Perugia Hospital have carried out a training and an experimental path of Narrative Medicine, promoted and organized by SIO, from 2014 until today, according to the method of Columbia University by Charon (2019) and SIMeN (2015), aimed to test a shared and integrated model for the customization of the care process.
LEARNING OBJECTIVES:
• to promote narration as an integral part of the care path;
• to guarantee for families an empathic and welcoming care setting, for the elaboration of experiences and the empowerment of individual and intra-family resources;
• to facilitate a collegial, containing and supportive management;
• to increase the communicative skills;
• to support the whole context and to prevent burn-out risk;
• to honour the students' histories.
ACTIVITY:
In the meetings, the Close Reading method was used to improve the narrative competence, in particular, the ability to listen carefully. Each time, it has been proposed a specific framework, with literary or artistic interpretative prompts, followed by: shared initial oral reflections, the writing, reciprocal re-reading of prompts.
Operators at first and the patients, in the application part, through the narrations, the role-playing, the use of movies and figurative images were able to observe and reflect on the way to approach and the relationship with the doctor, with the student and in relation to the disease. Other tools applied in the workshops were talks, semi-structured narrative interviews, reflective writing, the use of literary stories and the narration performed by a care professional.
EVALUATION:
The experimentation that involved 10 of the 30 team operators, together with 10 pupils for two years, turned out to be a useful practice, motivating and engaging, which allowed the “learning by doing" of narrative practices, the "in and on action" reflection, an encouraging and constructive feedback, as irreplaceable stimulus to improve their own skills as ability to mediate, to show attention, to unite. The narratives took place between symbols, metaphors and hidden meanings. From the medical history, it is possible to provide a holistic vision of the existential reality of pupils. The “diary in the Medicheria” for the health workers and the “logbook” for the students were very effective as "Freeze-image" of impressions, memories, experiences, meta-messages, the autobiographical and figurative narratives allow to understand more and to understand together. The results of this experimentation will be evaluated over time with qualitative approaches, to understand how behaviors have changed, and the effects of those interventions to organizational level and on the impact over the patient well-being.

CONCLUSIONS AND IMPLEMENTATIONS:
The multiannual project has gradually allowed the reversal of the treatment paradigm, putting the patient-pupil at the heart of process in the multidimensionality of his person. The postures acquired now allow us to write an integrated clinical history of care, in which the health, emotions, value, humanities are hired and recognized to promote in child/adolescent with medical needs the process of conscious participation, to become active protagonists of their path, and to favour the therapeutic compliance. According to Mortari (2015) and Scardicchio (2019) that vision of the care aims to the construction of a parallel folder, that prevents burn-out and it helps to humanize medicine, to improve the acts of care, personalizing the course of treatment and finally it becomes a collective tool for empowerment and for sharing.

Background Hospital education seems to play a fundamental role in improving a child’s hospital experience and supporting the recovery process. It offers the child and the family a link to the outside world, a sense of normalcy and continuity in life, an opportunity for social interaction and engagement with academic work and a sense of personal accomplishment and achievement. Despite its importance, hospital education seems to be a largely marginalized and unknown sector with health professionals, mainstream teachers and parents often presented unaware of the existence and functions of the hospital schools or the role of the hospital teachers. Research studies in this field are far and few between contributing to the lack of clarity that seems to prevail regarding the importance and the role of hospital education in the recovery process. Aim The current presentation aims to draw on original research data to discuss the importance of the hospital teacher role within the multi-disciplinary health team and highlight its psycho-paedagogical and holistic approach and its human-centered and dynamic aspects and their contribution to the recovery process. It also aims to bring forward some of the challenges related to the role, functions and competencies of the hospital teacher and discuss effective strategies and ways forward. Methods An Interpretative Phenomenological Analysis (Smith & Shinebourne, 2012) approach was applied to explore the lived experiences of nine Hospital Teachers working in four of the largest hospital schools in the UK with children with medical and mental health needs. Data was collected through in-depth semi-structured interviews lasting over an hour. The data was fully transcribed and analysed using the qualitative data analysis software N-Vivo. Findings The findings of this study evidence the importance of the Hospital Teacher role in providing emotional containment, holistic care and support both during and after hospitalisation not only in terms of the academic continuity and progress but also in terms of the social and emotional development and support of the hospitalised child/young person and their families. Conclusions and Implications for practice Supporting the psychosocial needs of children with medical needs seem to be one of the most important but also most challenging aspects of the hospital teacher role. The research findings suggest an increasing need for multi-agency work and professional educational psychology input. Recommendations to promote holistic and integrated care provision are also proposed to better support children and young people with medical needs and their families across the Health and Educational sectors.

Background and purpose
Mental imagery as the representation and experience of sensory inputs without a direct stimulus is strongly connected to emotion. Psychotherapists use a range of therapeutic approaches incorporating the manipulation of mental images related to emotional concerns into psychological treatment. They include (a) imaginal exposure and systematic desensitization; (b) seeing is not believing: recognizing that negative images are mental representations, and not reality per se; (c) imagery reduction via competition: using a concurrent visuo-spatial task to reduce the impact of intrusive negative imagery; (d) imagery rescripting: transforming a problematic image into a more benign form though techniques such as guided imagery; (e) positive imagery re-training: producing positive imagery to alleviate depressed mood.
Research studies related to interventions for mental imagery change indicated that mental imagery in childhood has a significant influence on cognitions and behaviours of social anxiety disorder (SAD), posttraumatic stress disorder (PTSD), and depression. Research findings also demonstrated significant effects of imagery rescripting, emotive imagery, imagery rehearsal therapy, and rational emotive therapy with imagery on the treatment of mental disorders if adapted to the developmental stages of children.
However, few research studies so far have explored the process of how mental imagery is used in actual counselling sessions. I therefore launched this study to investigate how mental imagery is used to work with clients suffering from emotional distress.

Methods
This study adopts a qualitative case study method to explore in-depth how mental imagery is employed in counselling to work with sufferers of emotional distress. The participants chosen for this case study were two college students with whom the author became acquainted while working as a counselling psychologist in a university counselling center. Sally, a junior undergraduate majoring in German Language and Culture, who initially came to counseling for depression, anxiety, and insomnia. James, a second-year graduate student majoring in clinical psychology, who came to counselling for experiencing increasing feelings of being stressed, overwhelmed by his unsatisfactory academic performance. This study employed a variety of tools to gather data including interviews and sessions with each student, personal observations, anecdotal and cumulative records, and journal entries.

Findings
This paper focuses on the process how mental imagery was used to work with sufferers of emotional distress. The findings are displayed and explained as follows:
a. Concretization: Working with clients to search for and describe in detail a depictive internal representation related to their concerns so to bring into awareness emotionally laden information that was previously unacknowledged.
b. Personification: Working with clients to personify and communicate with the mental imagery chosen so to evoke and intensify their emotional experience and the associated action tendency.
c. ReScripting: Working with clients to modify their mental imagery to restructure their cognitive/affective/behavioral scheme.
d. Understanding: Working with clients to gain insight into the underlying meaning of the chosen mental imageries and to work on their deeply rooted assumptions.
e. Modification: Working with clients to modify maladaptive primary responses by using mental imagery as a ‘motivational amplifier’ and encourage them to repeatedly practice new responses.

Conclusions and implications
The study results demonstrated a five-phase method of using mental imagery as a means for working with sufferers of emotional distress. The findings confirmed that mental imagery is a powerful tool for accessing, evoking, and intensifying unacknowledged emotion and transforming emotional/cognitive/behavioral responses.
This study, being of an exploratory and interpretive nature, raises opportunities for future research, both in terms of theory development and concept validation. The findings of this study suggested that mental imagery could be more widely used in group therapy and educational settings in children and an adult population.

Colonisation of Australia from 1788 severely disrupted Aboriginal society—epidemic disease caused loss of life, occupation of land by settlers and the forcible removal from family significantly disrupted the Aboriginal way of life. Critical pedagogies and shared understandings of care providers are required to improve student outcomes through cultural responsiveness. This case study demonstrates an effective approach of ensuring positive educational outcomes for Abor¬¬¬iginal students in Australia. AP is a 14yo Aboriginal female from Yawuru country. The Yawuru people are the Native Title Holders of Broome, Australia. For thousands of years Yawuru people have lived along the foreshores of Roebuck Bay and as far inland as the Great Sandy Desert. AP was described as a capable, motivated student with a sense of belonging and identity to her land and language group. She possesses the gift of Liyarn—described as sensing people’s pain and emotion—and is acknowledged within her community to have this gift. Liyarn exhausts her and others report her becoming physically unwell at some Aboriginal sites in WA. Her feet burn, and she loses pallor.
AP fell off the back of a utility vehicle in 2018. The resultant acquired brain injury was more functional than neurological with crippling headaches, word finding difficulties, brain fog, fatigue and school refusal.
In 2019 AP accepted a scholarship to a prestigious school in Perth for 2020 to help meet multiple needs, given recent attendance difficulties and ongoing health symptoms.
In the beginning of that first year a School of Special Educational Needs: Medical and Mental Health (SSEN:MMH) teacher gathered data from her enrolled school and guided staff to best meet AP’s needs. The SSEN:MMH working model of Liaise—Educate—Transition—Support (LETS) (Hancock, 2017) provides teachers with a framework to optimise students' educational continuity in a supportive learning environment and enables students’ enrolled schools to reduce the gap in attendance, connectedness, engagement, and achievement; issues well documented for students with health needs. The SSEN:MMH teacher, as part of the interdisciplinary team, assists health clinicians with valuable perspectives for treatment and recovery-based therapies and, in turn, assists the student reach their best potential in community settings. This collective support resulted in a graduated school return plan for AP.
Regular meetings with all stakeholders assisted this return, ensuring coordination and support of any planned, agreed changes. AP participated in parts of this planning and maintained that a consistent connection to her culture was important for continued recovery. During the first half of 2020 a variety of supports and data collection continued. However, as 2020 progressed monthly reviews confirmed that AP was not sustaining health or education gains. The teacher used the collated information from school meetings, monthly observation details and updates of formal outcome data to support the health team’s conclusion that boarding school in the city was not meeting all AP needs. A change in plan to reduce the separation of place and culture was required for the child to thrive. The SSEN:MMH teacher facilitated suitable education transition alongside the health case manager planning, while maintaining the understanding of cultural impacts. This has led to increased school engagement and improved health outcomes.

Currently AP continues her education and telehealth appointments while on Country. Her Liyarn and connection to culture is one of her strengths and assists with resilience and positive family relationships. When on Country, she spends time with her family, participating in activities. AP is planning to complete Workplace Learning—Business Administration in 2023 to help with the family Bush Medicine Business.
Consider the child as a ‘whole’—culture, connection, family, education and purpose—when assessing health and education concerns and goals.

Objectives. The objective of the study was to assess the importance of key lifelong learning skills for both parents who have a hospitalized school-age child and those who do not have a hospitalized school-age child. Material and method. In October 2022, through a survey, 40 parents with a hospitalized school-age child and 40 parents who do not have a hospitalized school-age child answered questionnaires regarding (1) the importance of learning skills for children their and ( 2) which skills are not developed by children. Results. Quantitative analysis of the answers of the parents revealed the following important learning skills for a hospitalized child: entrepreneurial skills (17.5%), digital skills (15%), skills in mathematics, science, technology and engineering (12, 5%), cultural awareness and expression skills (12.5%); important learning skills for the non-hospitalized child are: multilingual skills (15%), entrepreneurial skills (10%), cultural awareness and expression skills (10%). Also, our study recorded that 15% of parents who have a hospitalized child do not know which learning skills are important and 42.5% of parents who do not have a hospitalized child do not know which learning skills are important for their children.
It is important for parents to be informed about what the skills necessary for the life development of a child/adolescent mean and how these skills can be developed, in order to actively participate in the life development of their child/adolescent.
Conclusions. The results highlight the importance of informing and ongoing guidance toward parents about what the key competences for lifelong learning mean, established in 2018 by the Council of the European Union, and the need for their development in school-age children, hospitalized or not, in the education process. Keywords: hospital school, skills, learning

Background Chronic and / or complex medical conditions can compromise the psychological and relational well-being of students, in the short and long term (Sansom-Daly, Peate, Wakefield, Bryant, & Cohn, 2012). Hospital School Service and Home Education in Italy is legally offered to all children with a chronic disease that are going to lose school continuity and are at risk of dropout (Capurso, 2014a; Capurso, 2014b; Ferri, 2013; Tomberli & Ciucci, 2020). Often children with medical conditions lose contact with their classmates, becoming isolated and experiencing anxiety, depression, and stress (Tomberli & Ciucci, 2022). Some international studies have highlighted how the role of the school psychologist and/or hospital psychologist is fundamental in facilitating the return to school of hospitalized students (e.g Prevatt, Heffer & Lowe, 2000). Since hospital schools and home education services differ in Italy at a regional level (albeit to a small extent), it was decided to focus on the specific Tuscan context, in order to create a Tuscan model of taking care of the hospitalized student in the future. Method A case study was conducted according to Merriam method (1998), therefore, creating a convenience sample. 32 teachers participated in the study: 17 teachers from the belonging school (TBS) (12.5% male, 87.5% female) and 16 hospital teachers (HT) (100% female). The study was approved by the Ethics Committee of the University of Florence in 2021; data were collected after the first lockdown. To collect data a long interview was used and a content analysis with QCAmap was realized. The interview carried out did not specifically investigate the role of the psychologist in facilitating the return to school; in fact, it generally and freely investigated how to foster the sense of school belonging of the hospitalized student and how to promote a peaceful return to school. Findings Teachers reported psychologist's central role in facilitating the return to school of the student with pathology; specifically, TBS reported that they consider the psychologist important from the diagnosis to the return (94%); in their opinion, classmates may have difficulties in understanding the reasons for the absence of their companion and the psychologist can help them in doing so and implement strategies that maintain a school-hospital relationship (82%), such as: create laboratory, theatrical activities,etc. that allow the hospitalized student to participate remotely. The psychologist can promote good school-hospital continuity throughout the hospitalization process (88%) by helping classmates and hospitalized students to feel more natural and serene upon return (76%); e.g the psychologist can improve the relational and communication skills of children through life skills training. Similarly, HS reported how the psychologist is essential in making students understand the hospitalized children’ s illness experience (100%), as well as how to keep in touch with them (94%) and make hospitalized children feel part of the class (85%). In fact, the psychologist can offer brief psycho-education meetings that clarify some aspects of the student's illness. Furthermore, the psychologist is also valuable in those cases where unfortunately the hospitalized student dies (50%), helping in the grieving process. According to HS, the hospital psychologist is important in the first phase of hospitalization (80%) while the school psychologist should be central during the hospitalization process and during the return to school, as a figure that represents the belonging school (75%). BTS did not comment on the psychologist's specificity. Conclusions and implications We believe that it would be appropriate to carry out school reintegration interventions for the student with pathology that involve the school and / or hospital psychologist from the beginning of children’s hospitalization until their return to school.

Background Having a chronic condition requires the student to be absent from school for medium to long periods (Lombaert et al., 2006; Zhu & Van Winkel, 2014). Sometimes this can lead hospitalized children to perceive a sense of distance from the class group: students may feel absent in stories of the class group and may feel forgotten by their classmates (Tomberli & Ciucci, 2021). Literature has shown how feel part of the school context – the so-called Sense of school belonging (Gowing, 2016; Gowing, 2019) - is important for a good child/adolescent development. High levels of sense of school belonging can favor less stress, anxiety, and depression in hospitalized students.
Method The aim of this work is to explore the resources and criticalities of the use of distance learning with students hospitalized for chronic diseases during pandemic. The study was approved by the Ethics Committee of the University of Florence in 2021; data were collected after the first lockdown. A case study on Tuscany was conducted according to Merriam method (1998), therefore, creating a convenience sample. 32 teachers participated in the current study: 17 teachers from the belonging school (TBS) (12.5% male, 87.5% female) and 16 hospital teachers (HT) (100% female). A long interview (McCracken, 1988) was used to collect data and a content analysis with QCAmap was realized.
Findings The study highlighted how DL did not favor a greater participation in the activities of the class in the student with pathology (76% TBS; 100% HT). From HT’s point of view, teachers of the mainstream school consider distance learning appropriate and sufficient to include the hospitalized student in the lessons; however, in doing this, they do not take into account some difficulties that are typical during lessons with hospitalized students, such as the continuous interruptions due to medical visits and the poor health that could prevent the lesson from taking place. Therefore, according to HT (100% HT) it is essential to carefully plan the educational activities for hospitalized students and to think about activities centered on their special needs; this result is also confirmed by all TBS (100%). Furthermore, during the lockdown hospitalized children for complex diseases (such as cancer) were removed from HS, to reduce the risk of contracting Covid-19 and this caused greater difficulties in connecting with the school they belong to (94% HT). However, according to all teachers (both TBS and HT), DL allowed them and students’ classmates to better understand the difficulties experienced by hospitalized students, since the lockdown was a rather similar experience lived by everyone and which caused considerable inconvenience. Contrary to what teachers expected, once the lockdown was over, the parents of classmates often opposed to the pursuit of DL at school, because of wasting precious time for lessons (73% TBS; 13,94% HT). According to some HT (19%), DL caused a greater distance between TBS and HT, as TBS considered that they could teach online without HT’s involvement. Conclusions and implications In line with Benigno, Dagnino and Fante (2020), results evidenced how much still needs to be done to let DL is really inclusive for hospitalized long-term patients. “The problem" is probably not in the DL per se, but in the poor use of the DL tools in the absence of pedagogical planning and student-centered activities, as well as in scarce attention in enhancing school connectedness and belonging (Tomberli & Ciucci, 2022).

The study addresses the problem of distress in parents who are admitted to the hospital together with a child and examines the process in which the parents were offered drama activities as a form of assistance with arts in the hospital environment. To provide support to overcome distress, twenty 90-minute or 60-minute workshops in three different formats were held from October 2015 to February 2016 for parents at some departments of the Division of paediatrics, University medical centre Ljubljana and Department of paediatric surgery and intensive care, University medical centre Ljubljana: individual, group and individual workshops together with the child. During this period, 22 parents were included in the study, with more female (18 mothers) than male participants (4 fathers) by gender. In two cases, both parents were involved. 20 parents participated in workshops, in most cases parents of chronically ill children. The activities were based on two models of assistance with drama arts, Dr Sue Jennings and Alenka Vidrih, and on the understanding of the relationship between adults and children during play, as given by Dr Zlatko Bastašić. The content of the workshops was continually adapted depending on parental possibilities and needs. The objectives of the study were to first estimate how parents felt and thought when admitted to the hospital with their child; how the support with drama activities affected parents during their stay with their child, admitted to the hospital; and, can drama activities support parents' relation towards their children in hospital care. The study was designed qualitatively, with the descriptive method and the inductive approach used. The data collection techniques were semi-structured interviews, structured non-standardized observation and a personal research diary. Open coding was applied to define the units of coding, forming the categories: experience, information, needs, communication, hospital environment, help, family, relationship, parent's role, coping strategies; positive experience, positive exchange, establishing mental and emotional detachment, positive impact on the relationship with the child, welcome change in the hospital environment, personal development, relaxation and empowerment. The study found that parents experienced creative socializing at drama workshops as supportive, and that creative socializing positively impacted their relationship with the child. Parents found drama workshops a source of fun, relaxation and positive interpersonal exchange. The drama activity provided them with a mental and emotional break from a difficult situation. In such creative socializing, they were learning skills that could, later, be useful in establishing healthy interpersonal relationships and those with themselves alone. In a hospital setting, parents tend to forget their own needs when caring for their child, but drama enables parents to reconnect with themselves and return to their child empowered. In a creative space dedicated to them, parents step out of the frame of the anxious parent and, through creative activity, connect with their potential, which in turn restores their strength. According to the parents, the drama workshops brought something new and fresh to the hospital. Some problematic feelings associated with their child's illness cannot be lifted by parents, but parents can be supported in dealing with them, which can contribute to the well-being of themselves, their children and other family members. Assistance with drama art in the hospital environment, therefore, proved to be meaningful and useful, as it may constitute an additional source of empowerment for parents who are admitted to the hospital together with a child.

Background:
Between 2017 and 2019, with the support of St. Anna Children's Hospital, a 13-minute educational and information short film was made for the schools of students with oncological needs. The film was created by a video production company in cooperation with the hospital school Vienna, employees of the St. Anna Children's Hospital, an elementary school class, two actresses, and one actor. Since the supportive effects of good contact with the school are evident, the film makes an important contribution to the psychosocial concept of the St. Anna Children´s Hospital. In 2021 it was awarded the prize for communication in oncology by the OeGHO, the Austrian Society for Hematology & Medical Oncology.

Learning objectives:
The purpose of the film is to give good information to the school classes, which have a classmate in long-term hospital treatment. This information is the basis for fear-free and prejudice-free communication between the school and the child over the long period of absence. The short film “A letter from the Hospital” serves as an excellent medium for this, in which an actress playing the role of a child suffering from leukemia provides information about the disease and her life with it.

Activities:
The film is only shown with the consent of everyone involved (patient, family, class teacher). The hospital teacher opens the class with a discussion with the students to get to know their needs and provide necessary information. After the film is shown there is time for questions, filling out a worksheet and writing short letters to the absent classmate. Follow up activities mainly cover various creative ways of keeping in touch. Hospital teachers are in touch with the school from the diagnosis to the reintegration of the student and also in the case that the student gets worse or dies. In this last situation the schools can also get support from school psychologists. Unfortunately, their availability in Austria is quite limited.

Evaluation:
At the end of the information lesson, students can fill out a quiz sheet to show they have understood the main content. Hospital teachers also routinely receive feedback from the class teachers and principals.
Topics for a future standardized evaluation could be:
To what extent is it possible to reduce the feelings of fear and helplessness among classmates and teachers overall and in the case the student dies?
How does the patient and their family express their gratitude when they are relieved from the burden of informing the school?
Are impacts felt in the family environment?
To what extent do the contacts between patient and school improve after the information session?

Conclusions and implications:
The film primarily addresses classmates of the child with medical needs, but also the teachers and principals. All newly arrived patients and their families can benefit from the child-friendly information as well. It helps pedagogues in a great way to educate everyone involved and to counteract any prejudices or fears. These school information lesson have a decades-long tradition in the St. Anna Chilrden´s Hospital. Up to 2019, the hospital pedagogues showed a film produced by Olga Hospital Stuttgart in 1991. Over the years it has become clear that the most important thing is not the film alone, but the constant close contact between the hospital teachers and the school from the beginning to the end of the therapy.

Background
The University Children’s Hospital is a reference centre for Switzerland with a hospital school for all patients who have to stay longer. The teachers meet children and adolescents with different needs and medical conditions.

Learning Objectives
Although tuition is based on the curriculum of the school of origin, adaptations have to be done. For children and adolescents who are not able to follow the curriculum alternatives have to be found.

Activities
Ways of adapting the curriculum and approaches towards children and adolescents who are not able or motivated to work on goals of their schools have to be developed. On the one hand there is a very helpful extension of the curriculum for the inclusion of children and adolescents with special needs provided by the ministries of education in the German speaking part of Switzerland on the other hand hospital teachers have to apply methods such as Motivational Interviewing (Miller & Rollnick) in order to reach certain adolescents.

Evaluation
An individual approach towards every single child or adolescent by the well-trained hospital teacher with a broad knowledge, experience and an openness is crucial. Furthermore, it helps to cooperate within the team of teachers and exchange ideas. Thanks to the partnership programme of the ARABKIR Medical Centre, Yerevan, Armenia, including DAA, and the University Children’s Hospital Zurich, Switzerland, the two hospital schools exchange ideas and approaches even internationally which enriches the approach and helps to overcome cultural fixations.

Conclusion and Implications
Not only is a good training of hospital teachers important to reach certain patients but the teachers have also to be creative in their approaches and find individualizes goals in order to enable the learners to keep up learning and progress.

Abstract:

Background and purposes: This paper presents a research developed in the doctoral program at UFPR. Its general aim was to investigate literacy processes in a hospital education program in Paraná, Brazil. The research participants discussed, in an online study group, language concepts and their implications to schooling of children/adolescents in health treatment.

Methods: The study group consisted of 32 language teachers linked directly to the education of hospitalized students. The research was organised in two stages: submission, in 2020, of an online form to detect the group's specific interests and the formation of an online study group in 2021. The meetings consisted of ten fortnightly 3-hour video-recorded sessions. The analysis started by the researchers’ drawing maps for each meeting stressing the language concepts that could be perceived in the discussions, as well as their implications to hospital education. Each of these maps, in addition to presenting the focus of the discussion proposed for the moment, also reflects the concerns of the group and the elements of the educational process involved in lesson plannings. We opted for a qualitative approach (Minayo, 1999) of ethnographic nature (Clifford, 2002), for it aligns with our perspective of education as an activity that cannot be measured or literally described (Geertz, 2014), but instead needs an interpretive approach based on observation and reflection. Social cartography was our analytical procedure (Andreotti, 2018) to produce cultural mappings (Acselrad and Coli, 2008) of empirical findings. This perspective enabled us to respect differences among the participants and their experiences, encouraging all of us to “stay with the trouble” (Haraway, 2016) rather than to look for universal solutions. This also allowed us to contrast language concepts and their underlying ideologies, investments (Norton, 2007) and consequent implications to hospital education as far as literacies are concerned; the mapping process, that included also a bibliographical analysis in the area of literacy, language and applied linguistics, was a procedure that led us to make visible some “onto-epistemic choices and assumptions” (Susa and Andreotti, 2019) of the concepts and perspectives found during the research.

Findings: There was a clear need to deepen teachers’ language education, discussing critical literacy and its relation with hospital education. They stressed the importance that teacher education focuses directly on what is of immediate relevance to the literacy processes of students in hospital education. The participants brought to the discussion’s different conceptions of literacy and various ways of conceiving language teaching in hospital education, but all of them recognized the crucial importance of critical literacy processes in their work with hospital education.

Conclusions and implications: We concluded that creating mechanisms of teacher education involving discussion and debate of the teaching processes in spaces of continuous education to hospital teachers is a necessity coming from the importance to respect teachers’ knowledges and to contrast differences rather than to impose a specific view or preferred practice. We realized that teachers respond better to perspectives that value their experiences and, simultaneously, widen their repertoires in the conviviality with difference. Since teachers’ attitudes and concepts directly inform students and their families who, in general, follow closely the hospital lessons, it is important to stress that education in hospitals impacts society also by having relatives and tutors participating with students. The discussions and proposals arising from such approach to continuous education for teachers may contribute both for the paths and itineraries of teachers and for a much-needed professionalization of hospital education teachers. We hope the research findings can contribute to language studies through the articulation between education and health to improve and expand the aspects of communication and education in the spaces where teachers work.

In Ireland, hospital schools comprise a very small component of the overall primary and post-primary education system. Indeed, there are only seven schools located within paediatric hospitals and employing a total of 21 teachers nationally. Given the size and uniqueness of this education setting, opportunities for teachers continuous professional development are extremely limited.

This qualitative research study examined Irish Hospital teachers' perceptions of their continuing professional development needs in order to work within their unique educational niche. A case study methodology was used looking specifically at the Irish context in 2021. The study was conducted in three phases.

The first phase of the research involved a scoping review of the literature. The review aimed to identify the evidence published between 2011 and 2021 and to describe the key concepts and characteristics of potential professional learning opportunities that would support hospital teachers. Using PRISMA guidelines 423 articles were identified. 17 studies were selected after the inclusion criteria were applied. The review identified a number of common themes that need to be considered when formulating learning opportunities for this cohort of teachers. It highlighted the following topics as vital components of any proposed scheme of professional development for hospital teachers
• communication skills
• context specific knowledge acquisition
• emotional intelligence
• self-care
• digital literacy

The second phase of the research involved an anonymous online questionnaire that captured the perspectives of 19 teachers currently teaching in the 7 identified hospital schools in Ireland. The questionnaire collected a mix of quantitative and qualitative data. Thematic analysis using the Braun and Clarke 6-step protocol was conducted on the qualitative data collected. A number of professional development themes emerged.
• Working within a hospital context
• Educational needs of Specific Medical conditions
• Special Educational Needs or Additional Educational Needs Training
• Teacher Self-care and Wellbeing
• Communities of Practice
• Bereavement and Loss
• Students with Mental Health Needs
• Addressing the Post-Primary Curriculum

Participants highlighted the following professional development topics as having the most priority for them.
1. Communication & Interpersonal Skills
2. Teaching Children with Additional Educational Needs
3. Emotional Intelligence
4. Knowledge of Specific Medical Conditions
5. Dealing with Bereavement and loss

The third phase of the study involved ten Irish hospital teachers participating across two focus group sessions. These focus groups were used to validate the results of the questionnaire and to deepen and enrich the data previously collected. The transcripts of this phase were analysed thematically using the Braun and Clarke 6-step protocol.

The findings revealed that Irish hospital teachers have a clear shared perception of the professional development needs both for newly hired hospital teachers and for currently practising hospital teachers. The research has illuminated these professional development needs which are specific to the unique context within which these teachers work. The findings also highlight the priority level attached to each of these proposed topics.

Hospital schools are a very small, but very important, component of education in Ireland. Teachers working in this context must be supported so that they can provide the education that the pupils who must access this service deserve. The findings of this study can be used to guide hospital school leaders in the development of induction and continuing professional development training courses for Irish Hospital teachers. It is hoped the research findings can also guide and inform the development of training courses in similar contexts outside of Ireland.

Background: The impact of pediatric cancer on healthy siblings’ adjustment is well known. Different studies show unmet needs and significant impact on emotional, domestic, social dimensions and quality of life (Wawrzynski et al., 2022). Studies on siblings have increased in recent years and have demonstrated how sibling-specific interventions should become a standard of care in pediatric oncology (Gerhardt et al. 2015). It is essential to identify their needs (Wiener et al., 2015). Current guidelines show how support for siblings should cover different areas of intervention (Gerhardt et al. 2015). Siblings should be involved in the treatment plan for the affected sibling and should be offered a space for listening and communication (Spinetta et al., 1999).
The “Sibling’s room” began in 2019 and was based on literature research with the aim to implement family care in the Pediatric Onco hematology (S. Gerardo Hospital, Monza). Since then, more than fifty healthy siblings from six to more than 20 years-old) have had access to this psychosocial service. Learning objectives: The aims of the interventions are different and in line with literature research. First of all, it’s important to promote a sibling’s psychosocial adjustment with specific attention to the impact of the different phases of the illness (Spinetta et al., 1999). Fostering emotional and general coping strategies is necessary also to increase the possibility of posttraumatic growth (D’Urso et al., 2017). As the guidelines recommend, it is important to make healthy siblings part of patient treatment, sharing with them honest information aligning with their specific challenges (Spinetta et al., 1999) to enhance the perception of cohesion with other family members and to limit the fear of the unknown (Long et al., 2018). At last, this service aims at helping families not to lose sight of a sibling's adjustment, to respond to sibling’s needs, and to identify useful external social and educational support (Wawrzynski et al., 2022). Overall, the project is willing to act on different levels in order to promote constant mediation between the sibling’s experience, the family, and the social and school context (Van Schoors et al., 2021).
Activities: We use different educational, clinical and psychological strategies and techniques, such as making stories to promote emotional expression and gradual revision and as a means of communication between siblings; different games, taken from the Rational Emotive Education (Knaus), to enhance emotional literacy skills and to identify emotions associated with the situation; nonverbal techniques such as drawings and the scribble technique; psychological and clinical interviews with siblings and with parents and relaxation and mindfulness strategies. Evaluation: This intervention promoted a person-centered, but also family-and context-oriented approach with results sensitive to the specific needs. In the long run, it was possible to identify a reduction in anxiety symptomatology, improvements in school performance, greater psychosocial adjustment and involvement in the social dimension, as emerged from the dialogue with siblings and family and school context’s feedback. In some cases, it became as an essential assessment for setting specific subsequent interventions.
Conclusions and implications: Within the health care hospital team, the human resource dedicated to siblings allowed for a broader view on the family, with integrated and more effective interventions, especially in the COVID period. Also in light of the relevant literature, this intervention can lead to safeguarding the school and social dimensions through a constant review at these aspects and their unmet needs. Supporting parents in fostering a relationship with the school environment and collaborating with teachers in the school system are valuable resources (Alderfer et al., 2010).The future perspective would be to introduce validated tests and questionnaires in order to collect quantitative prospective data.

Background
For about ten years, children with cancer and leukemia have come to our Oncohematology department from some Eastern countries, in particular Ukraine and Kyrgyzstan, through an Association that acts as a bridge between a foreign country and our hospital. The realization of an Italian L2 course for patients (6-18 years) of Pediatric Oncohematology and their respective parents was born in 2018 from the will of the school and the Department itself to become literate in the Italian language to promote the inclusion of these people in the Italian social-cultural context.
The course aims to improve communication, as well as to make these people more independent in managing not only the hospital condition but also their daily life.
Learning objectives
1. To improve the well-being of the pupil and their family members (Ministerial Decree no. 345 of 12 January 1986);
2. To provide an Italian L2 level that allows children and their parents to better understand the reality that surrounds them and enables them to express themselves with greater
ease (level A1, A2, B1);
3. To stimulate the curiosity and interest of young pupils and parents through a workshop and a playful method;
4. To increase peer socialization;
5. To learn a language through the use of music and songs.
Activities
Students are divided into small groups based on the levels of competence defined by the Common European Framework of Reference for Languages.There are about 20 participants and they support 1 or 2 one-hour meetings a week online or face-to-face from October to May
(60 hours/ lessons)
A communicative approach is proposed, using reality tasks that allow the student to use the foreign language in realistic and relevant contexts.
The methodology followed is that of "Learning by doing" not only in learning during lessons but also through intercultural, linguistic and creative workshops in collaboration with some local Associations. The student is the protagonist of his own learning by increasing his self-esteem, curiosity and motivation.
Adult students can obtain Language Certifications with accredited centers. This educational path follows two tracks: the slower one for the learning of reading and writing and the more lively one for the acquisition of oral skills that must concern within the areas of interest of the learners.

Evaluation

At the end of each course (approximately 30 hours/lessons) students are given a verification test on learning (simulating tests A1, A2, B1) and in itinere structured tests. In addition, for adults, a linguistic certification is offered: Plida - levels A2, B1. A satisfaction questionnaire is also administered at the end of the course.
The tests average 80 percent, the Plida an average of 100/120 and the course satisfaction questionnaire attests to an excellent degree of preference. The Plida Certification is 2 out of 5 adults.
In the context of daily life, the results are also seen in a lesser use of the figure of the cultural mediator and a greater ability of parents to interact with the hospital figures.

Conclusions and implications
In conclusion, we can note that with the basic second Language acquisition (level A1) there is an improvement in the hospital experience and in the pupils and parents‘ socialization. There is an increase in self-esteem and the willingness to interact in the care, learning and inclusion path in the daily social context.
These very positive results prompt us to try to create an increasingly complete network of collaborations in the area. Our commitment is aimed both to make the most out of the human and material resources available and to make teaching proposals increasingly current and meaningful for students.

Background: Three young patients presented with dilated cardiomyopathy, with recommended treatment being heart transplant. All three were from interstate and were advised a stay away from home and school would average around 18 months - waiting for an available organ and then 3 months post-transplant before returning home. Research indicates that school connection (or sense of belonging) and engagement is often difficult to maintain, but it is essential for academic success. The connection also includes social interactions with school peers, which is often the most difficult to sustain over prolonged absences. The three young people accessed many different approaches to maintain these connections during particularly stressful times in their lives as well as their families.
Learning Objectives:
Maintaining student and school connectedness through involvement with relevant stakeholders – including Missing School Robots; enrolment in local school; Distance Education
School liaison to modify education learning plans prioritizing reasonable adjustments to student work load capability usually based on health
Addressing the responsibility of education institutions to comply with the Disability Discrimination Act 1992

Activities: a) in-house tutoring at accommodation (Ronald McDonald House) for 2 x 1 hour sessions per week; b) connected with base school via live technology engagement selecting specific classes (Mathematics, English and Peer Support); c) attended a local school where staff required training in the daily maintenance and care of the LVAD (Left Ventricular Assistance Device) in case of malfunction or emergency and to identify when expert medical intervention is required, and d) work from base school and completed set tasks with assistance of in-house tutors and family Evaluation: All three students engaged with their education (and school community), returned home (interstate) and re-commenced education at the beginning of 2023. Conclusions: School engagement MUST include sessions for social and peer interaction ensuring SOSB. There are many ways of meeting the needs of young people undergoing extended hospital care. The pandemic lockdown, allowing global use of technology for 100% education access, enabled many uses that were previously thought too difficult to implement. Though the focus of these case studies has been students needing heart transplants, combinations of the listed approaches have also been implemented with students undergoing extensive/multiple hospital admissions for conditions including pulmonary hypertension, Crohn’s Disease and Ulcerative colitis.
Implication: There are many modes, all with their own merits, for engaging students with and returning to school; however, the most important factors must include
a) Early interventions for Return To School planning, and
b) Modes personalized to each student’s learning styles, personality and level of engagement.
Initial consultations with students and associated stakeholders call for individualized approaches to school engagement. Successful for these reasons – what could have not worked? – adopting the same approach for all students encountered.

Background
The presentation reports the results of a focus group carried out with Hospital Health Professionals (HHPs) in the context of the CLIPSO project (Hybrid Classrooms for SiHo), with the objective of gathering proposals to enhance relationships between them and School in Hospital (SiHo) teachers. In fact, research in the field emphasises that the quality of interactions between teachers and HHPs significantly affects teachers' work and well-being: poor or difficult interactions can be a source of stress, whereas productive contacts with HHPs and recognition of teachers' work are considered rewarding and helpful (Benigno & Fante, 2020; Kanizsa, 1989, Małkowska-Szkutnik et al., 2021). Moreover, in the Italian context, interactions seem to be frequently informal and based on individual initiative rather than coordinated at institutional level (Benigno, Fante, & Caruso, 2017). This study aims to answer the following research question: "How can the relationship between SiHo teachers and HHPs be improved to facilitate teachers' work?".
Methods
The focus group involved 7 HHPs (3 nurse coordinators, 2 doctors and 2 psychologists) working in a children's hospital; it was a convenience sample based on HHPs' willingness to participate. The focus group was conducted face-to-face by 3 researchers, playing different roles, while a fourth researcher attended the focus remotely. The subject was introduced by referring to research studies regarding stress and reward factors for SiHo teachers, and then the following stimuli, based on the results of previous individual interviews with HPPs, were presented:
1. How can the hospital and HHPs support the work of SiHo teachers?
2. What actions could be taken to get the two institutions to know each other better?
3. How can a practice of information exchange regarding the patient/student be created?
The focus group was video recorded and the recordings were transcribed verbatim. Thematic analysis (Braun & Clarke, 2006) was conducted on the transcriptions. Coding was done inductively by two independent coders.
Findings
Participants first discussed critical issues and then proposed solutions. The HHPs identified similarities between the teachers' stressors and their own; they also pointed out the lack of integration between the SiHo and the hospital institution, which results, on the one hand, in the HHPs' lack of knowledge of the functioning (schedules, organization, etc.) of the SiHO and, on the other, in the teachers' limited knowledge of the wards’ functioning; according to the HHPs, the SiHo is not considered part of the care program despite its role in this regard is widely recognized. The proposed solutions have the common goal of making the two institutions more integrated, these include: fostering mutual awareness with dedicated actions, communicating to staff the importance of SiHo presence, presenting SiHo services as part of the care program, and identifying mediating figures between HHPs and teachers. Concerning information sharing, doubts were expressed about the legitimacy with reference to privacy legislation. According to HHPs, sharing could be facilitated by introducing regular meetings to discuss patient functioning and share care goals while respecting roles.
Conclusions and implications
Whereas this issue had been previously explored only with teachers, the added value of this study is to gather the views of the HHPs, and to stimulate the proposal of solutions at the institutional level. The focus group facilitated the identification of actions to support collaboration that, if adopted, could help overcome a purely individual logic (leading to spontaneous interactions) in favor of system-level changes, such as formal recognition of SiHo as part of the care program and more formalized collaboration between the two actors. The involvement of HPPs had the additional effect of making them aware of their role in the work of teachers.

Teachers are increasingly confronted with illnesses, as a result of better medical treatment successes, and/or due to an increase in civilization diseases or the effects of various stresses (Etschenberg, 2001). Students spend a lot of time at school every day. Therefore, it is essential to incorporate necessary measures of therapy and restrictions due to different disease patterns (Edwards et al., 2014). The way in which children and adolescents with chronic illnesses are cared for at school depends on numerous factors. Many structural, organizational, and pedagogical barriers must be overcome to ensure full inclusion for affected students (Damm, 2015).

The aim of the current study is to identify challenging areas in dealing with chronic diseases at school. How do students with chronic diseases, their parents and teachers describe challenges that arise at school? Which support is required?

For students to feel comfortable at school, it is important to talk about their individual needs (Sommer/Klug 2021). Therefore, an important part amongst others is to raise awareness for teachers and classmates regarding the effects of illnesses, in a way that is agreed upon by the student with a medical condition and his/her family. This allows teachers to support students with diseases in different situations like medical emergencies or similar (Sommer, 2022). If a great relationship between teachers, parents and students with and without diseases can be established, and if concerns of all the involved parties are treated seriously, diseases can become secondary (Deutsches Institut für Menschenrechte et al. 2017).

As part of the research project "Illness? No problem!", 33 guided interviews with affected Austrian children and adolescents from different school levels and types, their parents and teachers were conducted between July 2019 and March 2020. During the interviews, topics like "knowledge about diseases", "dealing with the disease and special situations at school", "absenteeism" and others were addressed.
A previous evaluation confirmed the assumption that it is substantial to grant room to the disease in schools and that disadvantages for students can only be prevented by good communication between all involved. Some courses about "illness and school" have already been implemented at the University of Education in Salzburg.
However, since the data still provides a lot of information about the different perspectives of affected students, their parents and teachers, a qualitative evaluation of the interviews is currently being carried out with the help of qualitative content analysis tools (Mayring, 2000). Initial results indicate that a disease is not the children’s main concern when they’re talking about a normal day at school. They want to experience school as normal as possible. For teachers, the biggest concern is how to deal with emergency procedures, whereas the most important thing for parents is that their children feel comfortable at school without being treated differently.
The objective of the current evaluation is to identify further challenging areas, which can then be addressed in teacher training.

The key to successful school reintegration is the cooperation between health and education professionals.
The experiences show that due to the lack of training and the previous protocol, neither the teachers in the hospitals nor in the mainstream schools know and see exactly their tasks and the limits of their competence in Hungary.
In 2019 an ombudsman inquiry pointed out the legal lack of educational support for children with special healthcare needs. In 2020 as a consequence of the report, a cross-sectoral ministerial working group was formed to prepare the most important legal changes. The working group formulated codification proposals and some educational decrees have been amended. As a final result, a guideline has been prepared for public education in 2022.
In the presentation, you can learn about the professional protocol created in the framework of cross-sectoral collaboration (professionals from the health and education field, higher education, the office of the commissioner for fundamental rights, and the integrated legal protection service). The working team was in continuous negotiation with the State Administration, the Educational and Health-care Department.
The practical guide contains the algorithm of the educational rehabilitation process from diagnosis to return to school, the actors, their tasks, and the methods of documentation and contact.
It must be ensured that the State Education Office checks the process of the directive's operation, as well as the degree of compliance with the protocol. Currently, the policy made available. The system conditions necessary for the operation and the development of the legal remedy practice, as well as the development of the detailed quality improvement procedure, are in progress.
In this school year the cross-sectoral group - in close contact with the representatives of the State Education Office - continues the work to monitor the operation of the guideline.

Background: In Monza, there is a Center devoted to the care of children, adolescents and young adults with blood cancer (CAYA-C), where the school in hospital (SH) has been operating for about 40 years. Within the clinical activities at the Centre there is also a Sport Therapy (ST) research project, where precision-based exercise (PE) for CAYA-C is used in intensive phases of cancer treatment. The aim of the ST research project is to maintain and improve the health of CAYA-Cs and ensure better quality of life and social inclusion through PE adapted every day to the clinical characteristics of the patient (Lanfranconi et all, 2020).
From an educational perspective we wanted to investigate if there was a potential for PE to impact the SH goals in a major referral hospital in Italy, according to the scientific literatures (Donnelly et all, 2016), (Borghi, Cimatti 2010). But it should be emphasized that SH teachers in Italy, rarely have the opportunity to carry out structured exercise during the academic year due to different reasons: 1) lack of cultural tools to propose exercise in children medically fragile; 2) lack of facilities and equipments; 3) lack of communication between the clinical personnels, including the PE professionals and the teachers.
Learning objectives: The ST research project team identified as a specific goal for the SH teachers the promotion of the Physical Literacy (PL) culture: the movement could be finally included in a structured way during the school year lessons. What could be gained from putting the PL construct into practice is the construction of a common language appropriate both to the school and the PE contexts. A safe intervention requires the agreement and supervision of medical personnel according to the clinical condition of each CAYA-C based on a daily consultation.
Activities For all the reasons above, the authors of this abstract have devised a "Rubric of Competencies" (RoC) based on the PL and which allows translating the clinical and performance goals identified by the sports physicians and motor scientists into goals indicated by the Ministry of education, university and research (MIUR). The students involved to evaluate the effectiveness of the RoC attended the primary and secondary schools and at the same time participated in the ST research project. A pedagogist compiled the "Athlete's Card," a tool that allowed the collection of qualitative and quantitative data belonging to the clinical, motor and pedagogical dimensions.
Evaluation: Eight pupils/athletes between the ages of 6 and 14 were evaluated. It was possible to verify the effectiveness of the RoC by focusing on the development of the emotional dimension (ED) of the PL: 6 out of 8 participants successfully developed the ED. The two athletes who did not successfully develop the ED of PL represent drop out cases, that is, they had an attendance rate of less than 15% in the ST project for more than 3 consecutive months.
From this, it is possible to state that where continuous participation in ST activities is not possible (adherence < 15%), the EM of PL is not developed efficiently. The RoC will be tested by continuously involving the SH teachers in the observation of how much each student is using her/his body during a lesson.
Conclusions and implication This pilot study moved PE from the purely performance sphere to the educational domain, where the final goal is the knowledge that exercise is part of a person's well-being, including a vibrant social life through a meaningful learning journey.
Finally, by consultation with the exercise professionals a common ground of exercise activities for CAYA-C will be designed (“PL teaching kit”).

Education and health are two inseparable aspects to support and increase the physical and mental well-being of young people and, consequently, children must be guaranteed both the right to study and the right to health. In this regard, Physical Literacy (PL) (Jurbala; 2015) can play a key role due to its potential ability to combine both education and health promotion. Indeed, we believe that a framework based on PL principles can guide the design, implementation, and evaluation of learning activities that are challenging for school motor activities in a hospital setting. According to Morgan (2019), qualitative investigation methods have more potential to measure/evaluate the affective and cognitive domains than the physical ones typical of physical literacy demonstrating how a motivational climate of mastery is created when organizing multidimensional tasks which are designed and differentiated to meet the needs of all patient-learners (Morgan, K., 2019). To promote and develop high-quality physical literacy pedagogy, motor workers should also consider creating a climate of caring (Fry M, Gano-Overway, 2010), empowerment (Appleton P, Nikos N, Quested E, 2016), and motivation (Keegan R, Spray C, Harwood D, et a, 2010). Furthermore, a climate of ownership is achieved when the teacher encourages students to make decisions; and when recognition focuses on learning, effort, and improvement. Education and health are two inseparable aspects to support and increase the physical and mental well-being of young people and, consequently, children must be guaranteed both the right to study and the right to health. In this contribution, we present the results of three-year research conducted by the Catholic University of the Sacred Heart, eCampus University, and Comitato Maria Letizia Verga (Ferrari et al, 2022). Starting from an exploratory survey delivered to the 34 SIO’ sections of Lombardia, conducted with a mixed method approach, the research has focused on the first year: the teaching spaces; the teacher’s representations of this space; the activation of the body in the teaching practice. The questionnaire has been completed by 79 teachers (51%) and 21 photos and 17 motor activities have been analysed.
In the second year, we used the explanatory interview (Vermersch, 2006) on bodily practices involving 11 professionals and a survey through observation on the relationship among Sports Therapy, Physical Literacy, and psychosocial skills. From the analysis conducted, it emerges that the social inclusion of the student and the activation of the body represent a criticality of teaching in Hospital Schools. The teacher should be able to deal with multidisciplinary teams or have validated teaching scripts available. This led to the third year of the research, currently underway, that aims to develop a specific and integrated motor education curriculum starting from the elaboration of a rubric. based on the Jubala PL model (2015), the ministerial guidelines for the first cycle (Miur, 2012), and the dimensions of the ICF-CY (OMS,2007).

Cinema is a means of communication, it arouses emotions. During the hospital stay cinema spreads creativity and the image becomes meaningful through the pedagogical path. It encourages thoughts, it takes care of awareness and the emotional life of children. Cinema offers the student the opportunity to express the most vital and creative part of himself.
Taylor (2008) identify seven areas questioned during the illness period. Hospitalization imposes isolation and relational difficulties. Creative activities promote the student’s ability to learn in adverse situations. As reported in the review of Ullàn and Belver (2021) many studies demonstrate the positive impact of participation in artistic activities.
Cohen’s (2015) research on Cinematherapy suggests that film watching is an instrument of well-being and mindfulness, reworking everyday life and the inner world, as if it were a "break effect" from illness.
Film in Hospital (https://filminhospital.eu) is an experimental project since 2021 between six European experienced partners in "media-education". It promotes quality European cinema to pupils in hospital or in home care, enriching hospital time with recreational and cultural activities. According to Cope and Kalantzis (2000), media literacy is the result of a dialogue between contextualized practice (direct contact with images) and transformed practice (new skills and video production).
GOALS
Develop: observation skills, ability to listen, social skills, textual and lexical understanding.
Sensitize issues such as friendship, diversity, rights, respect for the environment. Increase awareness regarding audiovisual works and stimulate film literacy.
ACTIVITIES
Watching movies collectively or individually, guided conversation, sharing images and stories connect with others hospitalized European children, watching thematic tutorials, individual interaction in website (also as self-assessment through games, interactive tests and quizzes, voting for films) with the activities proposed by the online movie worksheets (example https:///cinemainospedale.oawa.se/wp-content/uploads/2021/03/Ossigeno_Scheda.pdf).
EVALUATION
We focus on a qualitative approach rather than obtaining a quantitative goal.
The evaluation in hospital refers to micro-objectives and extends to the awareness of the student who values his path of self-evaluation over the long term. Del Sordo (2020).
After watching the films, collective through and online activities are carried out, worksheets of textual understanding and satisfaction are given, and the data is collected.
PROJECT PHASES
• The website www.cinemainospedale.it contains a hundred films, by age and type (animation movies, fiction, documentaries), related to children’s abilities to capture and understand the intercultural messages. The audience chooses the film through registration on the website.
• Ateliers in hospital to create animated stories through the Stop Motion App and the "cinema box". With his own story each pupil becomes "active subject" of his cultural growth.
• CineÒ Festival, October 2022, with the participation and voting of hospitalized pupils, parents and teachers involved, pupils belonging to the reference schools, under the guidance of expert cartoonists (through evaluation survey).
• Relationship with local authorities: Coop. Soc. "Il Nuovo Fantarca", (active in teaching of animation, our partner in the project), Apulia SIO, UNIBA II Level Master’s "SIO and ID", the Network IN.CON.TRA.RE. (Organizations working in "Giovanni XXIII" hospital - Bari).
• European seminars with experts to disseminate good practice and project results.
• Research activities quantitative and qualitative with the Catholic University in Milan (in progress) to detect film satisfaction, increased socialization, and impact on the quality of the hospital experience. Expected: fill a survey out for users and parents in a cross-national perspective, analysis of the content offered by the website, focus groups with operators.
From a behavioral point of view, we noticed that, for most of the students, the proposed activities, in addition to the development of specific skills, have honed social skills such as listening, experiential comparisons and respect for others, in accordance with the planned objectives.

Levelling Education Outcomes for Students With Medical and Mental Health Needs
Caleb Jones, Deb deLacy, Trevor Briedis, Angela Moffatt

Students’ educational and behavioural outcomes can be adversely impacted by the unique challenges posed by chronic health conditions. As some children and adolescents may live with these challenges throughout their education, hospital-based educators play a crucial role in reducing the impacts of health conditions on educational outcomes. This study assessed the extent to which the support provided by the School of Special Educational Needs: Medical and Mental Health (SSEN: MMH, Western Australia) attenuated the negative association between higher absences and lower student outcomes. In order to assess the study questions, the research matched routinely collected data from SSEN:MMH and administrative education records of the state’s Department of Education for 28,697 students supported over 2008 to 2016. The data included the number of and duration of SSEN:MMH support, enrolment details, attendance records, grades, NAPLAN test scores and teacher judgements on attitude, behaviour and effort (ABE). Due to the longitudinal nature of this data, we were able to follow the educational, attendance and behavioural trajectories of students over time, accounting for changes in these outcomes before, during and after engagement with the SSEN:MMH and ensure student groups had comparable educational profiles. Propensity score matching was used to create ‘treatment’ and ‘control’ groups based on the probability of a student engaging with the SSEN:MMH and then assuming changes in outcomes is due to the impact of SSEN:MMH support. Regressions models revealed statistically insignificant association between higher levels of teaching support and student academic outcomes after controlling for baseline characteristics. As students with higher teaching or liaison hours also have higher levels of absence and complexity, it is possible outcomes for these students may have been worse without intervention and that neutral effects potentially represent some positive outcome. However, the negative association between higher absences and lower academic achievement were reduced among students who received higher levels of liaison. Higher liaison hours in Year 4 reduced the negative association between higher absences and lower GPA scores in Year 5, and higher liaison hours in Year 8 reduced the negative association between higher absence and lower numeracy scores in Year 9. This suggests that liaison activities which improve communication between hospital educators, healthcare teams and educators from students’ enrolled school may mitigate the association between missing more school and the education or behavioural outcomes for students in subsequent years. Additional analysis highlighted the challenges to evaluating student achievement outcomes, including the finding that most students receiving teaching support missed far more school over a year than the days of support delivered by SSEN: MMH, suggesting that the available measures were not sensitive to the level of teaching support provided. Together, the findings of this study suggest that while hospital teaching alone is not sufficient to moderate the impact of school absence that extends beyond the days in a health setting, complementing learning engagement with liaison communication which informs schools about the educational needs of students prior and during school transition are an important tool for supporting students. It also highlights that the process of supporting students with chronic health conditions is not a simple task given the varying complexity of student needs and behaviours. The presentation will also outline SSEN: MMH's responses to the recommendations since the study was published by identifying metrics more sensitive to educational outcomes and expanding qualitative data collection in order to acknowledge the unique barriers to educational achievement faced by students experiencing long-term, chronic and/or comorbid health conditions.

assessed with the manual dexterity scale from the MABC-2 and with VMI. A control group of healthy peers matched by age and gender with the pediatric patients was enrolled and assessed adopting the same instruments. The study has a between design. A part of the pediatric patients has been strengthened adopting interventions on fine motor skills (N=9), while another part of them no (N=9). In this case, the study is also longitudinal.
Findings
Paired samples t-tests showed significant differences comparing clinical and control groups in the VMI standardized scores (t=-4.58, p=0.0001), with the clinic group with a worse performance (M = 108.73; SD=16.01) than the control one (M=123.75, SD=16.62).
A repeated measures ANOVA test was performed to investigate the efficacy of the strengthening activities on Motor skills. Results showed that the effect of time with the presence of strengthening was significant for Movement (F=6.31, p=0.02, np2=0.33; =0.64) and VMI scores (F=22.83, p<0.001, np2=0.65; =0.99), while the time effect alone didn’t impact significantly.
Conclusions and implications
Recommendations for future research could be: to involve more regularly all patients in the fine motor training phase; to investigate further characteristics of the child in more detail through direct interviews with the parents and the involvement of other health professionals; to conduct a longitudinal study; to involve other centers to increase the number of participants.
Specific motor psycho-educative programs should be implemented for the pediatric patients more at risk.

Pupils' return to their ‘home’ school involves collaborative planning between professionals but what can predict a successful return? Could using a teacher-based assessment of pupil-functioning designed for pupils in excluded/expelled settings be usefully adapted to the hospital schools' setting? Would these assessments be better predictors of return than those of attainment, test behaviour or school-related happiness?
The study is an analysis of 600+ pupils' admission and discharge data from a school serving 6 services in two psychiatric hospitals. These services include: a children’s ward (age 5 to 12), two acute adolescent wards (age 12 to 18), a regional community-based service, and regional day eating disorder service and an intensive care setting. Pupils came from local, regional and national referrals. They represent diverse geographic, social, ethnic, ability, gender identities and levels of privilege.

Pupils were assessed soon after admission on attainment and academic functioning (maths, reading and spelling, the WRAT), behaviour during these assessments (The General Assessment of Test Session Behaviour: attentiveness, cooperativeness, avoidance), school-related happiness (The Happiness Line Measure) and classroom functioning (The Reintegration Readiness Scale, (RRS). The RRS is a teacher-completed, 71 item 4-point scale measure covering 8 subscales including: Self-Management of Behaviour, Self and Others, Self Confidence, Self-Organisation, Attitude, Self-Awareness, Learning Skills and Literacy Skills. The RRS takes 5 minutes to complete after the teacher has had two weeks experience of working with the pupil. It requires minimal training and is based on teacher-identified learning behaviours.

The RRS measure had been selected as an aid towards facilitating reintegration: this study analyses how successful a predictor it is.

All measures were repeated towards the end of the admission. Stepwise logistical regression identified the RRS at admission, as the best predictor of reintegration.
For this study, reintegration means the successful transition from patient to a pupil attending their previous, or in some cases, new school, at hospital discharge. This is usually achieved through a ‘tapered’ period where the pupil attends part time in both settings.

An independent t-test between those who returned to school and those who didn't, showed that those with higher scores were more likely to return t(664) = -5.67, p .02; d -.64, a medium effect size (Cohen, 1988).

The data were used to create a simple 3-tier triage model: Low (L), Moderate (M) and Highest (H) risk for reintegration failure. This corresponds to failure-to-reintegrate rates of L 3%, M 15% and H 31% respectively.

The pupil’s RRS profile aids teachers in devising interventions to help vulnerable pupils return successfully. It helps to select who needs more help and in which area of school functioning. It provides an additional insight, for the medical team, in tracking a pupil’s recovery in terms of everyday functioning.

The RRS and information on how to use the measure and interpret results will be covered.

Background
The recent Covid pandemic forced many schools to move their teaching online, to ensure students did not miss their education and to help overcome their feelings of isolation. Initially the switch to Zoom and Teams for online teaching brought a steep learning curve for both students and teachers, but it soon became part of our everyday routines as we worked from a range of separate locations. This required a shift in our thinking and practice, to find new, creative solutions to overcome the limitations of isolation.

Learning Objective
One of the most important things to come out of the pandemic experience is how mainstream school staff can now make the connection between what their students went through over the past two years of the pandemic, and the similar experience that is an everyday occurrence for children with medical needs.
Now in 2023, the restrictions imposed during the pandemic are being lifted and it might be tempting to just return to how things were before, without realising that education for many children with medical conditions continues to be disrupted by these same periods of isolation.
Activities
We will be exploring two questions:
1. In what ways did you adapt your teaching during the pandemic to ensure your pupils could access learning?
2. How can we ‘re-imagine’ education for children with medical/mental health needs using your experience of teaching during the pandemic.

We collected responses from teachers at Chelsea Community Hospital School in London and from teachers working in different schools from across the UK. Next, we plan to include responses from the conference delegates who will be able to scan a QR code, available on a handout, which will take them to an online questionnaire. We will collate and publish our findings on the Well at School website after the HOPE conference.

Conclusions and Implications

Our data shows the following themes:
• All respondents made adaptations to their style of teaching.
• The most common adaptation was increased use of technology.
• The importance of developing strong relationships with students and families
• Online teaching will benefit students unable to attend class or leave home.
• Online activities can increase socialising and help include students not able to attend school in person.
• Need to develop good teacher/student relationship to help engage students in learning.
• See things from the student’s perspective.
An analysis of the qualitative data collected so far suggests that technological solutions were sought to overcome the challenges faced by teachers and schools during the pandemic. These solutions were also thought to be important for ‘re-imaging’ education to better support students with medical and mental health needs who are unable to attend school.
A second strong theme, came through in the responses. The teacher/student relationship was especially important in helping students remain motivated and engaged in learning. Additionally, the wider relationship between school and family was noted as significant during the pandemic.

This paper reports on phase one of a three-phase study, examining perceptions of student teachers on their ability to adapt their pedagogies, to address the emotional and social development of learners who attend/attended hospital schools, prior to completing a module designed to support them on their school placement. It explores the importance they place or otherwise on adapting pedagogies in order to facilitate communication and participation in hospital school activities, and connecting learners to peers, family and friends outside the hospital environment, thus minimizing the sense of exclusion and fostering connectedness and empowerment. The research is located within a ‘relational developmental systems framework’ (Darling-Hammond et al, 2019), foregrounding the inter-related nature of human development, maintaining that what happens in any one domain, namely the physical, cognitive and affective domain, influences what happens in the other domains. Maor and Mitchem (2020) concur, indicating that “Hospitalized adolescents experience significant needs beyond medical treatment. They require emotional support for anxiety and stress, educational support for learning, and social support to reduce isolation” (P. 225).
For many children and adolescents, school is the most important social space, “supporting positive sustained relationships which foster attachment and emotional connections and a sense of belonging and purpose” (Darling-Hammond et al, 2019:3). Recent studies on the effects of social isolation on children and adolescents (Matthews et al, 2015) show that perceived isolation from peers especially at primary and secondary school age can prove debilitating and lead to additional stress and anxiety. To minimise the negative emotional and social consequences of hospitalisation (Drachler et al, 2009), hospital schools provide a complex/flexible educational setting, offering tailored and ever-evolving learning opportunities, in challenging and changing circumstances (Angstrom-Brannstrom, et al., 2008). Tasked with an ever-changing and heterogenous learner group, hospital schoolteachers are required to adapt pedagogies to address the educational and emotional needs, circumstances, and experiences of each learner (Perry et al, 2013).
68 student teachers, eligible to choose hospital schools on placement in 2024, were invited to participate and so were purposefully selected (Suri, 2011). Regarding this cohort 65:68 or 96% were female and 3:68 or 4% male, with 58:68 or 85% aged 20-22, 4:68 or 6% aged 23-30 and 3:68 or 4% aged 31-40 years. 27 or 40% opted to participate. Data was collected using an online survey where participants had the option of remaining anonymous. The survey consisted of six open-ended questions, exploring their perception of learners educational, social and emotional needs in hospital school or in recovery at home, how confident they felt in adapting their pedagogies and utilising technology to facilitate the needs of the learners, and identifying specific supports and insights, beneficial to their placement preparation and experience. Thematic analysis, incorporating a deductive coding approach with a priori themes (Maguire & Delahunt, 2017), highlighted the similarities and differences in participants views within the themes: learning opportunities, relationships and environmental factors.
Initial findings indicated that regarding learning opportunities, previous experiences of remote teaching due to Covid-19 restrictions had resulted in a strong sense of confidence in ability to adapt pedagogies and select and use a range of technologies/applications to support the academic development of the learner, with enabling the learner to ‘keep up with their peers’ deemed a priority. In relation to relationships, there was awareness of the need to support the learners’ social and emotional needs, through maintaining relationships with friends, peers and teachers, and lessening feelings of isolation with class- based work and projects indicated as optional strategies. There was little awareness of the relevance of environmental factors evident, with minimal reference to interacting with parents, other stakeholders, restrictions due to environments factors.

Background

One in four children in the Netherlands suffers from a chronic disease. Research shows more attention should be given to increasing knowledge of the consequences of these diseases on children’s education and the extra help these children need in school (Verwey-Jonker Instituut, 2019).

The European Association for Children in Hospital (EACH, 1988) defines good medical childcare in accordance with the United Nations Convention on the Rights of the Child (United Nations, 1988), in which the right to education is included. Acting on the principle that children are more than just their illness, it is important to get a clear idea of their educational needs. The Medical Child Care System (2016), based on EACH, focuses on four domains: medical and social aspects, development and safety. Children’s education plays an important part in this. If the multidisciplinary team pays attention to all four aforementioned aspects, then customized care can be given.

Learning point

Understanding the aim and outcome of the participation of a consultant OZL in a multidisciplinary team.

The important part we play in multidisciplinary teams

At the Sophia Children’s Hospital (SKZ), the Netherlands, four educational support consultants (OZL) participate on a regular basis in various multidisciplinary teams set up to monitor medical treatment and development of children. Their main task is to identify obstacles in the teaching process at an early stage and to advise and support children, parents and schools in order not to hinder the child’s education.
A multidisciplinary team consists of a doctor, a psychologist, a medical social worker, a medical pedagogical healthcare provider, a nurse practitioner and a consultant OZL. At their meetings, in which the patient’s situation is discussed, the expertise of all disciplines is highly valued. The team members prepare plans, execute them and keep each other informed.

A practical example

The consultant OZL participates weekly in a multidisciplinary team, discussing the medical situation of patients with inflammatory bowel disease (IBD). During these discussions it became obvious that school absenteeism of children suffering from IBD was being picked up too late. Following the example of consultant colleagues at the university hospital in Groningen, where a protocol for early detection of school absenteeism had been in use for some time, the consultants OZL at Rotterdam decided to set up a similar protocol, in collaboration with doctors and specialized IBD nurses of the SKZ.

Our protocol requires that:
* the consultants OZL weekly participate in the multidisciplinary IBD team.
* the consultants contact parents of IBD children immediately after the IBD diagnosis.
* the doctor or specialized IBD nurse asks the consultant OZL to contact parents whenever the child’s medical complaints increase
and influence school attendance.
* the consultant provides the patient, parents and school with information on IBD.
* all disciplines involved report their findings in the patient’s medical file.
* there is an annual evaluation with all disciplines involved.

Evaluation

“Oh, I really appreciate your thinking along with us and the school”. This is an example of a feedback from a parent after a consultation. Due to a proactive approach, we become acquainted with patients and parents at a very early stage. Consequently, we are able to advise and support schools well in advance.
The results of our participation in the multidisciplinary IBD teams are reflected in our quarterly results, these figures showing an increase in the number of IBD children we care for.
Our aim is to keep developing our participation with and approach towards different multidisciplinary teams, (eg. nephrology, cardiology) and to find out if we can extend our cooperation with departments at SKZ where we are not yet sufficiently known.

Background:
Previously, hospital education programs in Queensland operated independently, forming limited relationships beyond their site. Through an inquiry into best practice in hospital education, the Queensland Department of Education has now moved to a connected and coordinated approach by developing and implementing a statewide continuum of educational delivery to ensure that students with chronic health or complex mental health conditions receive specialised and appropriate educational support at all stages of their illness. Building effective networks and relationships has been key to the connected and coordinated delivery of education programs at 25 hospital and health sites across Queensland, in turn ensuring continuity of education and successful learning outcomes for students. Queensland is proud to be an Australian leader in hospital education.

Learning Objectives:
The Department of Education’s vision of ‘equity’ and ‘excellence’ is also the moral imperative to improve educational outcomes for students in hospital education programs – an often-overlooked cohort. Our inquiry into best practice developed five objectives that drive all of our interventions to improve hospital education in Queensland:
1. Students have access to learning at all stages of their illness
2. Staff deliver high-quality teaching and learning programs
3. Students experience continuity of learning across program sites
4. Students and staff feel a sense of belonging to their school communities
5. Staff maximise multidisciplinary partnerships.

Activities:
In pursuit of these five objectives, we have undertaken many interventions. Activities have involved extensive consultation, cycles of inquiry, and navigation between several agencies across the Health and Education systems. For example, the collaborative co-design of five new hospital education programs as well as the establishment of the virtual hospital education program, where teachers deliver online learning to isolated students. Building and maintaining successful relationships across Health teams, Education sectors, schools, families, students and other hospital education programs has been key to our success.

Evaluation:
Approximately 7000 students register with hospital education programs in Queensland each school year. Over 300 of these students attend 2 or more hospital programs within the school year; hence the need for our programs to be connected. Our work towards developing and implementing a connected and coordinated statewide hospital education system is already showing encouraging results, as aligned to our five objectives.
1. Students at an additional 8 hospital/health sites now have access to education programs. Staff continually strive to enhance the equity of educational access for all students regardless of the complexity of need.
2. Explicit teaching, high expectations and trauma-informed care are important to teachers. 100% of identified students have a Personalised Learning Plan with learning goals.
3. Staff express their deep belief and commitment to maintaining learning continuity. All programs now have guidance officers to support students transitioning in and out of hospital education programs.
4. 100% of staff agreed that students are treated fairly and that the hospital school fosters respectful relationships with all students.
5. All programs have agreements in place between Health and Education teams to promote positive working relationships through clarity of roles and responsibilities. 100% of staff agreed that the hospital school encourages parent/carers to be active participants in their child’s education.

Conclusion and implications:
Through sharing the journey of Queensland hospital education so far, participants will understand how quality relationships and networks have been vital at every stage of building our statewide hospital education system. Furthermore, it is only through a connected and coordinated system that we can provide continuity for students and their families as they move between programs, which in turn will lead to successful outcomes and a brighter future for students.

When children and young people are struck by illness, all members of the family experience a strong sense of uncertainty and fear (Capurso, 2001; Kanizsa, 2013; Cousino, Hazen, 2013; Currie et al., 2016; Mosconi, Zaninelli, 2022), which persists throughout the entire course of treatment, both during hospitalization and in the period following discharge. In the case of particularly serious illnesses, returning to school may not be possible for some time and therefore the family of “child/adolescent with medical or mental health needs” (Capurso et al., 2021) may apply for home tuition (Benigno et al., 2017). The work of the home teacher may be defined as a key "bridging" intervention, whose aim is to restore and maintain the relationship between the student and his or her class at school, thus representing a first step in getting back to "normal". Teaching at the student's home involves a certain degree of complexity (Capurso et al., 2021), first due to the location itself: the student's home, a different place to where the teacher/student relationship usually unfolds. The situation is further complicated by the necessary presence of other family members, who often mediate between the teacher and health specialists. Hence, home teachers are called to practice in a context that unlike school is not formal, to enter a "private" space where they must engage with the parents or family members of the “child/adolescent with medical or mental health needs” (Capurso et al., 2021) and, finally, to encounter illness and pain (ibidem, 2021) as well as the associated conflicting emotional states (Hen, 2020). The literature on the issues implicated in home tuition, and in the relationship between teachers and the families of “child/adolescent with medical or mental health needs” (Capurso et al., 2021) remains sparse. In this paper, the theme of teacher/family relationships in home tuition settings is addressed by examining the answers of 223 teachers (from primary to upper secondary school level) in Lombardy (Italy), who were responsible for their school’s home tuition project or had personally delivered home tuition. Teachers answered some open-ended questions online in addition to the report of their activity at home, in relation to the 2020/2021 school year, with a particular focus on the strengths and weaknesses of their work with “child/adolescent with medical or mental health needs” (ibidem., 2021). This was in the context of an exploratory, qualitative study on the experiences of teachers involved in home tuition interventions and the collected data were exposed to thematic analysis (Braun, Clarke, 2021). Teachers’ reflections and comments mainly pertained to two categories of student, cancer patients and psychiatric patients, who represent the most homogeneous groups among home tuition recipients. The analysis of the teachers’ feedback showed that only 66 out of 223 interviewees mentioned their relationship with the family of the “child/adolescent with medical or mental health needs” (Capurso et al., 2021) during the home tuition assignment; the teachers’ focus on family members decreased with as a function of the students’ age and the level of schooling, becoming negligible by the upper secondary school stage, when the teachers mainly engaged with health professionals and/or experts, or with the students themselves rather than with their parents. In addition, when the teachers did mention the family, this was mainly in relation to the scheduling of the home tuition timetable. Interestingly, the importance the teachers attributed to the role of the family during a home tuition assignment also varied according to the type of illness affecting the student: teachers reported encountering less difficulty coordinating with the families of cancer patients than with the families of children/teens affected by psychiatric disorders.

Introduction
Students with a chronic illness (SCI) face higher levels of school absence than their healthy peers (Lum et al., 2019), which negatively influences their academic, social and personal development. To support school attendance a Hybrid virtual classroom (HVC) can be used (Klunder et al, 2022). In this situation teaching in school is combined with online education: a SCI at home or in hospital is online (re)connected with the school, schoolwork, teachers and peers using hardware both at home and in class. Scarce research into the use of HVC for SCIs shows that both SCIs and teachers recognize the usefulness of establishing the social connection between the SCI and the school and the possibilities to fulfill educational goals (Maor & Mitchem, 2015; Zhu & Van Winkel, 2015). However, teachers experience difficulties with teaching, mainly because interacting with the SCI and students in class at the same time and supporting interaction between the SCI and students in class is problematic (Klunder et al, 2022; Raes et al, 2019). The current qualitative study explores the interaction or the absence of interaction in HVC between the SCI at home and the peers and teacher in class.

Research questions
1. Which interaction between participants occurs when using HVC for SCIs?
2. What factors influence interaction between SCI at home and the participants at school?
3. How do teachers support interaction between the SCI at home and the participants in the classroom?

Method
The research is designed as a multiple case study with seven cases in secondary and vocational education. Each case includes an SCI, care-coordinator at school, teachers, mentor and peers.
Qualitative data contains video recordings of several lessons in class and semi-structured interviews with SCIs, peers and teachers asking questions about interaction that takes place before, during and after the lessons in class. Furthermore, the interviewees are asked to elaborate on their experiences using HVC and suggestions for improvement. The video recordings are analyzed and coded using an observation grid identifying when and what kind of interaction occurs in class, the initiator, participants and what medium is used. The interviews will be analyzed and coded using the same codes and additional codes for stimulating and limiting factors.

Preliminary findings
Preliminary results show that interaction between SCI, teacher and peers relates to three main categories: (1) lesson-content -interaction about the subject-related aspect of class (i.e. asking questions about the content, giving feedback on the work of the SCI) , (2) social – interaction related to communication and collaboration between all stakeholders (i.e. welcome at start of lesson, having fun together) and (3) process oriented -interaction on how to organize and support interaction (i.e. which lessons the SCI will attend, what position the device should have or when technical problems occur). Interaction in all three categories takes place at various times; before, during and after the regular lessons and in various settings e.g., classroom settings and online meetings using various media. Furthermore, a wide range of positive and negative influential factors are deducted, including technical, personal and pedagogical factors.
The effort of all stakeholders is crucial for a successful HVC. Next to pedagogical strategies of teachers creativity, flexibility and the input of all stakeholders is needed before, during and after the lessons in class.

Why is this paper of interest to the conference participants?
For SCIs hybrid education is a solution to enable continuation in education. In this classroom setting interaction, active learning, and feedback for the SCI is essential, but also problematic to achieve. This study maps strategies and solutions to improve the - online - learning and social environment for SCIs.

BACKGROUND. Childhood malignant hemopathies’ diagnosis disrupts children’s typical educational, cognitive, and social development. Treatments break childhood malignant hemopathies patients’ (CMHPs) school experiences and socialisation processes with classmates and teachers for at least two months up to two years (Viale, 2020). This impacts children’s engagement at school and their relationship with peers increasing a sense of isolation. Ensuring contact with classmates and providing a successful transition from treatment back to school is important to sustain learning outcomes and limit the detrimental effects of the disease and isolation (Broholm-Jørgensen et al., 2022; Hen, 2022; Martinez‐Santos et al., 2021; Viale, 2020).
LEARNING OBJECTIVES. In a family-centre framework promoting the active involvement of the CMHPs and their families and with the towering aim of translating scientific knowledge into effective resources, this ongoing project aims to promote haemato-oncology literacy in CMHPs’ classmates and teachers, reduce CMHPs’ sense of exclusion during treatment, and bolster a successful transition back to school after treatment.
ACTIVITIES. To set a systematic procedure for supporting CMHPs transferring back to their local school, the Maria Letizia Verga Association created two videos for each school grade (primary: year 1 to year 5; middle: year 6 to year 8; high school: year 9 to year 13) to be delivered to the CMHPs’ local school teachers. Both videos targeted school pupils. The Diagnosis video displays a doctor explaining, in age-appropriate language, what malignant hemopathies are, the available treatments, and possible side-effects. The Hospital School video, through the narrative voice of a patient matching the age of the targeted audience, presents the Hospital School, its activities, and the care environment.
Along with the two videos, teachers receive three activities for pupils: 1) to check and reinforce pupils’ understanding of videos, an illustrated path describing a CMHP’s cancer trajectory from diagnosis to treatment with parts to be completed selecting from those available; 2) postcards and letter frames to be completed either individually or as a group activity and addressing the CMHP to allow pupils to keep in touch with their hospitalised classmate; 3) five visual emotions thermometers to assess pupils’ emotional reactions to the videos. Furthermore, an information booklet including a glossary with haematological cancer-related terms explained in age-appropriate language to assist teachers is enclosed.
Teachers are asked to complete a questionnaire on the use and effectiveness of the videos and material.
EVALUATION. So far, nine teachers completed the questionnaire, seven of whom were female (77.8%). One was a primary school teacher, six were middle-school teachers (66.7%), and two were high-school teachers (22.2%). Seven of the involved classes had 21-25 students, while two classes had less than 20 students. As for the Diagnosis video, the teachers reported that it was helpful in explaining the disease (M=8.7 on a scale from 1 to 10), it was understood by students (M=8.7), and the language was appropriate (M=8.7). As for the Hospital School video, teachers reported it was useful to understand (M=9.4) and explain (M=9.1) what the Hospital School is, and that the language was age-appropriate (M=9). In general, teachers reported high levels of satisfaction with both the Diagnosis (M=9.4) and the Hospital School video (M=9.7). The resources provided were considered overall useful (M=9) and a valid support to foster the bond between pupils and their hospitalised classmate (M=8.4) with the most used activity being the illustrated path to be completed.
CONCLUSIONS AND IMPLICATIONS. Preliminary data show that equipping teachers with structured resources help to tackle and discuss the illness and the absence of the CMHP in the classroom, maintain the link between the school and the hospitalised CMHP, and standardize the return-to-school of CMHPs after treatment.

Background:
After a period of curriculum, leadership, and organizational change, we can share what we have learned from this process. This includes the impact of change on staff and students, impacts on relational trust (the belief that others are competent in their role, have personal regard for others, and have personal integrity and respect), and impacts on culture.

The Northern Health School is a multi-site state school providing education support for students who are too unwell to attend their regular school. Up to 70% of admitted students have a mental health diagnosis with a peak roll of 1600 in 2022. The school has undergone continued growth since its establishment in 2000, usually 8% to 10% per annum.

We set about driving change to improve outcomes for students in 2 ways: Changing the curriculum focus from achievement to progress, and restructuring leadership in response to growth, reflecting the need for decentralized decision-making as well as school-wide consistency.

Curriculum
The New Zealand curriculum objectives have failed to drive sufficient progress. The New Zealand Curriculum is moving from a focus on achievement to a focus on progress.

The Learning Progression Frameworks (LPFs) provide illustrations of the pathways students take in reading, writing, and mathematics. These support teachers to identify where a student is and their next steps toward becoming numerate and literate.

The NHS implemented the use of the LPFs to support teachers to understand the learning needs of Individual students and to optimize their progress.

School Structure
19 sites, located in different communities led to an increasing need to review how strategic and day-to-day decisions are made, how we communicate and collaborate, and how we build relational trust. The impracticality of making decisions with a group of up to 30 leaders and the risk of inconsistency across the school also has implications for students.

Activities:
Curriculum: We implemented a progression of learning framework in numeracy and literacy and a lesson study inquiry model so that teachers had opportunities for learning and understanding.

Structure: We sought support from external facilitators so that we could be part of the process. The facilitators met with leaders and used a collaborative and research-based process to build understanding.

We identified challenges of growth, geographical spread, faculty and roll instability, and the impact on relational trust.
We deliberately set about defining our shared purpose and improving relational trust, while negotiating a new structure.

Implementing Change: through the Lense of Michael Fullan's Change Theory, A Force for School Improvement

• Motivation: to improve literacy progress for students and to adapt leadership and decision-making to meet the size and nature of the school.
• Capacity: we used collaborative inquiry and outside facilitators to build leadership capability.
• Learning in Context: Teachers met regularly in inquiry groups and leaders met face-to-face to build trust and discuss change.
• Changing context: The push to develop a culture of learning impacted relational trust, particularly within the leadership team.
• Reflective Action: Implementing systems to support the desired change created issues around feelings of ownership and relational trust.
• Tri-level engagement: Changes implemented across the NHS connected with Ministry of Education initiatives implemented Nationwide.
• Persistence: declining relational trust was limiting engagement in the change process. By focusing on improving relational trust across the leadership team we increased the implementation of the target changes.

Evaluation:
By improving relational trust, we were able to implement changes and improve outcomes for students. We have feedback from learners and leaders as well as evidence of accelerated progress.

Conclusions and implications: To implement change and maintain a positive school culture, a deliberate focus on relational trust is imperative.

Supporting Improved Mental Health in Schools (SIMHS) program: Supporting schools to improve the mental health of young people through advocacy and allyship, after a paediatric emergency department (PED) presentation or admission. Increasing numbers of school students experiencing mental health concerns that are impacting on their attendance, wellbeing and learning. In the last 12 months in South Australia, this was approximately 4000 school-aged young people in South Australia who presented to PED experiencing a mental health crisis. Hospital School SA shares the impact of their SIMHS Program (Supporting Improved Mental Health in Schools) and how their goal of improving mental health outcomes through advocacy and allyship is reducing barriers to access and increasing responsive care in schools.
We can help these young people together. We can be intentional about the intervention we provide and our support planning based on their identified needs. We can have collaborative discussions with medical and education teams to understand the young person’s circumstances. We can use our judgement, informed by our shared knowledge and experience of that young person to determine risk factors and make plans for responsive actions and review. We can listen together to their lived experience and communicate to them that their views, ideas and experiences hold value. That we can help these young people together. We can be intentional about the support we provide through our shared knowledge of the impacts of mental health. We can have collaborative discussions with the people involved in their treatment and education to support the young person to have their needs identified, planned for, and reviewed. We can listen together to the young person’s lived experience and communicate to them our interest and support. We can help the young person to make sense of their own stories through belonging and connection to their teacher and peers.
A 12-month review was conducted and a multidisciplinary report was produced.
The program informed a change in attendance coding statewide so that schools could accurately record their student as ‘attending’ through a HSSA program.
The review and report gave schools and the department data sets
• Data for Emergency Mental Health Presentations and also for Mental Health Admissions
• Data highlighting the individual presenting issue
• Data identifying statewide demographic and cohort
This collaboration between health and education shares the expertise between the two key areas to ensure a safe return to school forms a key component of children and young peoples' mental health treatment. The service is centred on a drive to put the needs of children and young people at the heart of educational engagement. To break down the complex concerns from educational environments and to establish clear responsibility for putting in place a coherent offer of support. The 12-month report shows that real success comes from collaboration and sets a challenge to all those working with children and young people. Only by working in partnership, sharing expertise, and making best use of finite resources can we achieve the improvements in mental health outcomes that we all want to see for the children and young people we support.

Background: The RPA Hospital School is a small school situated in an inner-city suburb of Sydney, Australia. We teach students within the RPA Hospital’s Children’s Ward, which has a short term stay model of care, averaging 2 days. A common misconception held by educators is that educational support is not necessary in a short term stay hospital because: (i) patients are too sick and should not be made to do school work; (ii) it is reasonable for students to have a day or two off school; or (iii) it is logistically too difficult to provide individualised learning to a student who is only in hospital short term (Wilkie, 2012). However, research purports the routine, structure and predictability of school life helps regulate young people in the hospital space. Furthermore, students want to stay connected to their school life and not miss out or fall behind due to illness (Wilkie, 2012; Yates, Bond, Dixon, Drew, Ferguson, Hay & White, 2010). On this premise, we have built a teaching and learning culture that caters to the individual needs of students and provides them with a sense of connection to their learning, school and community. Learning Objectives: To challenge cultural misconceptions of educational provisions during a short-term hospital stay ensuring teaching and learning is targeted to individual student needs. Furthermore, the assertion that continuity of education, in a short-term hospital, contributes to a student’s wellbeing and builds trust between the service sector of Health and Education. Activities: Our school transformed its education service by integrating pre-assessments and creating virtual literacy and numeracy programs from kindergarten to high school, including the use of scaffolds for those students requiring support and extension tasks for high potential learners. We profiled students, using data sets from 100 schools and ensured the language from usual school was used to connect students back to their own community. We introduced feedback surveys for students, parents and teachers and monitored and adjusted processes as required. Importantly, we reported progress, using an individualised learning plan for each lesson, back to schools. We ensured our discussions were strength based, and safety plan with those students who transition back to school following an acute mental health crisis. Evaluation: Our quantitative data, gathered via daily student reflection surveys and reviewed quarterly, indicates our students view our short term stay hospital school as an extension of their usual schooling. Our annual results from parents and census schools, who are encouraged to complete QR coded online surveys, indicate high expectations of student progress are maintained during the hospital stay. Furthermore, the qualitative data gathered annually from staff specialist paediatricians, via videoed interviews and surveys, supports the finding that individualising the educational provision connects students to their learning, school and community.
Conclusion and implications: We cannot underestimate the power of educational support for students within the short-term hospital space. We have to ensure that we do not lower our expectations of students because they are perceived to be ‘too sick’ when in fact, education can be used to reengage, reconnect and reignite a desire to return to routine. We need to build and maintain systems of educational excellence within our short-term model of care Children’s Wards, using explicit teaching and learning programs aimed at each individual’s need to ensure we keep students connected to learning, school and community. Our project has further research implications; we are currently monitoring the mood of students prior to and post educational intervention. We are wanting to understand the affect explicit teaching methods have on patient mood during their hospital stay and what are the positive health implications for patients.

At Hospital School Ledina we also help students receiving treatment at the Adolescent Psychiatry Unit (hereinafter APU) and at the Intensive Child and Adolescent Psychiatry Unit of the Psychiatric Clinic in Ljubljana. It is a diverse group of students who are treated at both departments for various mental problems and conditions. These problems often have a negative impact on their ability to do school work and study, and consequently their school performance. The hospital school's help in continuing education is part of their comprehensive treatment and recovery.
According to Slovenian school legislation, students with mental health needs are classified as children with special needs. When working with this population of young people, we sensibly follow already established concepts, guidelines and recommendations for working with pupils and students with special needs, prepared in various documents by the Institute of Education of the Republic of Slovenia. We also follow other principles and guidelines of assistance for working with ill children and adolescents, for example “inclusive pedagogical principles.” (Booth and Ainscow, 2016: 34) We take into account the student's current psychophysical abilities, socio-cultural characteristics and circumstances, as well as his school situation.
In continuing their education, we help students by including them in additional professional assistance and individual teaching assistance in general education subjects. The goal of additional professional assistance is to help and support students in continuing school work or education, in cooperation with the home school and the medical team. The purpose, scope and goals of this assistance are determined by legislation, namely the Placement of Children with Special Needs Act and related documents at the national level.
Additional professional assistance in both departments is provided by one teacher of educational sciences – the author of this paper and is carried out individually. In each school year, 50 to 60 students from different secondary schools/high schools, aged 16 to 19, are included in this form of assistance. The purpose of additional professional assistance is to help students overcome (specific) deficits, learning difficulties, learning lags in the subject, in order to continue their education in the chosen program after completing the treatment. The course of this assistance includes: teacher of educational sciences monitors and treats each student individually; conducts an interview with them, helps them with planning, learning, consolidating material, evaluation of academic achievements, communication with the school, etc. The most common activities with students are: organization and time planning of school obligations, maintaining and strengthening learning conditions, identifying and overcoming (specific) learning difficulties, promoting motivation and persistence, help with learning and consolidating school material, developing skills for independent school work, etc. These activities take place on school days, during the time allocated to hospital school classes. On average, 20 to 22 hours of assistance are provided per week. In this process, each student is treated as a competent person who actively participates and co-shapes the assistance process. Special emphasis is put on the importance of the teacher – student relationship.
The presented method of helping students has proven to be effective in practice, although no empirical study has been conducted to confirm this. Approximately 95 % of students who are involved in additional professional assistance continue their education at their home school after completing treatment. Only about 5 % of students, for various reasons (e.g. too much backlog in learning material, inadequate program and changing schools), do not continue their education after completing treatment.

Mental health problems among students are a growing concern in education. Common problems include school phobia, eating disorders, and self-injury.

Digital storytelling is a method of using technology to tell a story, usually with a combination of text, images, audio, and video.
Research has shown that it can be an effective tool in addressing mental health problems in students. It is reported that it can be a useful tool for individuals to express themselves and their experiences, as well as to promote mental health and well-being.
Additionally, it was found that narrative storytelling can be a useful tool to process negative experiences, heal emotionally, and regain agency.
In another study, it was found that fairy tales can have a positive impact on children's emotional and cognitive development. Fairy tales can help children to understand and express their emotions, develop their imagination, and learn important values and lessons.

The neuropsychiatric team has suggested stopping the connection with the students' schools because during medical therapy could be too demanding for them. Nevertheless, they need a meaningful learning path that offers a formative occasion and helps their motivation to learn.

This project consists of the creation of a rewriting of the Cinderella fairy tale: starting from the classic fairy tale, a narrative has been reconstructed to tell a revised story that is set in a contemporary context.

This ongoing project involves 12 students, ranging in age from 11 to 16, with a gender split of 2 males and 10 females. There is 1 teacher and a volunteer teacher of support. Participants have attended for varying lengths of time, from 3 to 28 days. The challenge of the project is to effectively plan daily activities in an unpredictable learning environment, where class sizes range from small groups to individual students. Daily progress is recorded in a shared digital notebook, and activities include conversations, artwork, writing, and digital recordings. The goal is to create a large interactive book with an illustrated story.
The project is developed on an average of 10 hours per week.

Objectives:
- Involve students in the realization of an authentic task (multimedia book creation), which can also be used by other users of the department.
- Support the activation of expressive, technical and digital linguistic, and artistic skills.
- Foster the creative process through the activation of divergent thinking
- Encourage flexibility in the management and resolution of concrete problems.
- Promote social competence, also encouraging collaboration between participants in the realization of a common task.
- Promote autonomy, responsibility, and motivation (the student as an active protagonist of his work), also discovering the pleasure of doing while having fun.
The evaluation has been shared and monitored by the multidisciplinary staff of the hospital pediatrics department on a weekly base. That has implicated an ongoing observation and analysis of the products. One of the strength point of the project is that it has developed in a sort of relay in which the users have worked for a while but have the possibility of following the entire project from the start to the end, becoming part of a complex activity.

Evaluation in this project is complex due to constantly changing variables such as student age, attendance duration, and health conditions. It is comprised of observation, self-evaluation, and considering factors such as participation, commitment, creativity, artistic expression, coherence in story building, and linguistic accuracy in discussions with the students. Periodic evaluations of progress are conducted every 2 weeks with the neuropsychiatric team

Background: Direct Aid Association (DAA) is an NGO, registered in Armenia that runs the only hospital school in the country. It provides educational services for children with medical conditions through supporting the functioning of Hospital School in Arabkir Joint Medical Center & Institute of Child and Adolescent Health (JMC&ICAH) and paediatric department of Hematology Hospital. Arabkir MC&ICAH is a paediatric reference centre so in our hospital school we see children from all over the country. The needs of the children with chronic diseases are not always well defined nor met by the educational acts/laws determining special education support in the general school. Thus, children discharged from the hospital and returning to their regular school are mostly not well accompanied. Learning objectives: To support the implementation of the special education and the teachers working in the general school and to better address the needs of the children requiring special education, DAA started the Special Educators’ Club in 2006 following a number of conferences and training sessions with our Swiss partners in the Children’s University Hospital of Zurich. After the conferences the teachers from schools mentioned that they learn a lot but when matters arise during the implementation they do not know who to address. Activities: The Special Educators’ Club meets monthly since 2006. During the meetings the participants not only address professional matters but also meet and get to know each other in person. The meetings provide an excellent opportunity to learn about the services available within the regions, close to the patients’ homes. All the above mentioned allow to plan and implement a smoother transition from hospital to regular school as well as assure the continuation of needed services after being discharged from the hospital. Special Educator’s Club strengthens the hospital and special education in Armenia by supporting the professionals and encouraging their networking for the benefit of the child. The Club started as a platform for exchange of gained experience that in a way filled in the gap of the absence of national association. However, it grew: today among other goals it serves for further in-service training, organization of workshops and conferences. We had an opportunity to hold local professional events where our foreign colleagues, professionals and experts shared their knowledge with Armenian colleagues. As a current example: in collaboration with our Swiss colleagues we are now working on the topics of curriculum adaptations. Through monthly meetings as hospital school teachers we are able to pass on both: • Our findings on child’s strengths and weaknesses, gaps and advances in education, and • The “know-how” on what methods or approaches work the best with the given student. Evaluation: As a result of the project that lasts already 16 years, a network of 361 professionals working in the fields of education and healthcare has developed. We have had contacts with the professionals working in 198 schools and 153 support centers, NGO and their branches providing services to the children with different educational needs not only in the capital but also in the regions of Armenia. Thus, we are able to accompany the children going back to their schools more efficiently. Conclusions and implications: As the high participation and annual evaluations show the Club has an essential role both for the professionals in the field and for the learners with special needs. It is the utmost possibility for the teachers to exchange ideas, create and compile useful didactical material, discuss cases and in cooperation try to better serve the needs of the children.

The academic engagement and attainment of students with chronic health issues has been the topic of extensive research. Whilst schools are there to provide a child with a platform for physical, social, psychological and academic development, chronic health issues are seen to impede these (AEDI, 2014); (Hu et al, 2022).  Although the literature supports a transition back into school following health related absences, it is without a clear pedagogy. A lack of strong partnership between families and service providers has been identified as a barrier to success within this transition (AEDI, 2014).  
Tauranga is a regional city in New Zealand’s North Island with a population of 150,000. Primary and secondary health services are provided locally with tertiary services provided in Auckland, 200 km north.  The Northern Health School is the largest of the three New Zealand Health Schools servicing the upper North Island and providing for the education of young people with significant health concerns. This transitional school accepts referrals from secondary healthcare providers and operates alongside the child’s school of enrolment. In Tauranga, it has a fluctuating roll of up to 200 students. Approximately 57% have a mental health diagnosis, predominantly anxiety and mood disorders with the remaining having a range of chronic physical health conditions. About half of the students on our roll have been diagnosed with anxiety, which is a clear barrier to attending mainstream school. Our students are transitioned back into their mainstream school, correspondence school, polytechnic or additional learning Institutions.
The Northern Health School has "Te Puna Whakatipu- a place to grow and thrive" as the guiding vision of education support for our students. Embedded in this vision are the principle of Te Whare Tapa Wha (Durie, 1984) where we use Whakatere as a model to enable successful, academic acceleration using a holistic and collaborative approach. The principles of Whakatere cover Empowerment Whakamana; Holistic Development Kotahitanga; Family and Community Whanau Tangata; and Relationships Nga Hononga (Te Whāriki, 2017). This child centred holistic education has developed over 15 years from our initial work within the oncology space and has been applied and adapted to other young people with health concerns including chronic fatigue, anorexia nervosa and other mental health conditions. In collaboration with the schools, medical teams and support agencies, the NHS also provides learner focused plans (Individual Learning Plans) to support the physical, social, psychological needs along with academic needs.
Using the theory of acceleration in learning (Pepper Rollins, 2014), measuring impact on a consistent, formative basis with targeted precision (Hattie, 2015) and using a strengths-based approach (ERO, 2021), we measured the impact of academic achievement, engagement and transition through a series of case studies with varying medical conditions. Students were monitored through initial assessments based on the New Zealand Curriculum, including the Learning Progressions Framework, and compared to the data at time of transition from the Northern Health School.
Over 2022, the mean number of weeks a student was enrolled with NHS Tauranga Unit was 34 weeks while the median stay was 24 weeks. Ninety-seven percent of our students remained engaged in their education. Of the students enrolled at the end of 2022, 85% remained as maintaining progress on their pre-enrolment academic trajectory as defined by the Learning Progressions Framework in the New Zealand Curriculum. These data suggest improved outcomes for our students when compared to previous data (e.g., Hu etal 2022). This presentation will examine, using case studies, how a young person’s successful transition back to school is strengthened by the partnerships between, whanau, schools, Northern Health School, medical professionals, and other stakeholders. Further, it identifies further research indicated by these preliminary results.

The purpose of the current presentation is to present and discuss the global well-known, unique pedagogical practice in hospital schools from a researchers stand of point. The authors of this paper have studied hospital school for over a decade from two different perspectives (psychological and educational) to contribute to the research in this domain. In the current presentation the authors want to present the main findings of their studies and discuss the opportunity to combine their research streams towards reducing the gap between research and practice in hospital teaching.
Background
All school-aged children are entitled to obtain their education in a school setting. This recommendation exists not only because of legal mandates, but also because of the social and developmental advantages the school setting provides children, including those with special needs (Capruso & Dennis, 2017). Some children, by virtue of acute or chronic medical conditions, are unable to attend school on a regular basis (Csinády, 2015). To support the development and educational needs of hospitalized children, hospital schools were established by law in many paediatric and general hospitals around the globe (Goodman, 1988). Hospital school are a very special educational environment (Hen & Gilan-Shochat, 2022). The teaching tasks and the student population present a unique setting that differs tremendously from the regular school system in the community (Hopkins, 2016).
But what are the characterises of this unique educational milieu? How does it differ from other educational environments? Is it different in terms of educational goals? values? Theoretical assumptions? Or mostly in terms of the actual setting? How does this difference effect students learning and learning goals and motivations? How does this unique environment effect teachers practice? Teaching goals? Teaching contents and strategies? Their professional identity? Wellbeing? Do hospital pedagogues need a unique professional training? Professional development (PD)? More supervision?
By conducting over 20 studies in hospital schools both in Perth, Australia, and Israel, the authors of this presentation found some very interesting data about teaching and learning in hospital schools. For instance, we found that very often hospital pedagogues in Israel were not aware of the history and circumstances of the special education law for children with medical needs, and its’ associations to their actual teaching practice. Further both hospital teachers in Perth, Australia and Israel expressed a need for a specific training to enhance their social -emotional capabilities. Other findings indicated hospital teachers professional confusion, the benefits of using mobile technologies for teaching and learning in hospital schools, and the use of mobile technologies to connect students to their schools, classmates, and families in an effort to reduce their isolation and disrupted schooling experiences and improve their wellbeing (Maor et al., 2016; 2020; Maor & Mitchem, 2020; McCarthey et al., 2019; Hen, 2018; 2020;2022; Hen & Gilan -Schochat, 2022).
Following these findings currently, we are advancing our contribution to the knowledge in the field by reviewing and integrating our research into a review presentation. This presentation will emphasis the importance of hospital schools, the challenges of professional development, to cater for hospitalized children learning, wellness and stability. In addition, we will tackle the challenge of reducing the gap in theory with this domain of research.

Objectives
Brain injury is often mistaken for a low incidence educational consideration addressed minimally in pre-service teacher training, with persistent misconceptions reported in the international literature (Linden, et al 2013; Ernst et al., 2016; Buck et al., 2021). This is an under-researched area in Irish education field. This mixed methods study explores education professionals' knowledge and experiences in supporting students with an acquired brain injury in Ireland. More specifically, this part of the study aimed to determine educational professionals' understanding of the implications of childhood traumatic brain injury (TBI) and to examine their training needs in this area.
Methods
The sample consisted of 354 educational professionals across Primary, Secondary and Special School sectors). 26% were Principals, 68% teachers and 6% were other educational professionals.
An online survey contained 43 questions adapted from the Common Misconceptions about Traumatic Brain Injury Questionnaire (CM-TBI) (Linden et al., 2013) and the TBI Knowledge Survey (TBIKS) (Ettel et al., 2016), which determined knowledge levels. A subsequent section examined professional self-efficacy in providing support for students with both traumatic and other ABI. Open-ended responses provided qualitative data on experiences and training needs. Factor analysis, descriptive and inferential statistics are included in the quantitative phase of the study.
Results
The knowledge section of the survey exposed significant gaps in educators' understanding of TBI. Only 7% of participants (n=27) scored 60% or above. 33% (n=118) scored in the 40-59% range, with the majority 54% (n=191) scoring between 0-39% range. 3% (n=13) recorded a score of zero with 1% (n=5) demonstrating substantial misconceptions on the subject. Many participants expressed a lack of knowledge across all areas of the topic ("Don't Know" was chosen in 42% of all options).
Nonetheless, in rating their confidence in supporting this student cohort 49% (n=175) rated themselves positively and 43% (n=153) as not confident with 7% (n=26) as neutral.
Statistically significant group differences were observed between those who reported some training in the area of brain injury (n=62) and no training (n=292) (t=5.75, p<.001, d=.804). The number of students that participants had supported was positively correlated with their knowledge score (r=.261, p= <.001).
From the qualitative data, those with experience identified communication with rehabilitation professionals and training as positive factors for school re-entry success.

Conclusions
This is a small section of a broader study exploring educator needs around ABI in Ireland. This data suggest misconceptions and gaps in teacher knowledge in this area. Given the subtlety and invisibility of post-ABI sequelae the disparity between knowledge and self-reported confidence levels may suggest that educators are unaware of their knowledge gap and therefore unlikely to seek assistance or training to ensure appropriate support is provided for students.
The next phase will explore the experiences of teachers and parents

Experiencing illness opens a breach in the life trajectories of children and young people, a “before and after” that cannot not be easily recomposed. This is especially true for oncological, chronic, or degenerative disease.
This presentation focuses on adolescents with type I diabetes, a chronic disease that forces subjects to modify their dietary habits, conditioning the organization of their lives, with repercussions for their self-image, relational and social lives, self-confidence, etc. This is where “therapeutic education” (D'Ivernois & Gagnayre, 2008) plays a crucial role in the management of the diabetic disorder, a role that cannot be reduced to the application of identical programs for all. It is not a question of transmitting information or technical competence: rather, young people experiencing diabetic illnesses need to receive holistic care from a multidisciplinary team, whose role is to assess the constraints and resources available to the patient and gradually introducing significant changes at multiple levels. In light of these considerations, I believe that therapeutic education requires the input of an education specialist, a professional figure not conventionally seen as having a role to play in health care. This specialist should be trained in narrative-autobiographical and self-reflective practices and methodologies, given that narrative tools can help to access the personal world of adolescents with diabetes, their emotions, their life experiences, their interests, etc.; a dimension that also includes how they go about making diet and lifestyle choices.
A specialist with this kind of background could design narratively-informed therapeutic education plans based on the needs, desires and projects of individual teenagers. For each patient-adolescent, a compliant response would then be jointly constructed with the practitioner. More specifically this could involve:

"talking and listening" workshops – which have already been implemented in practice – for small mixed-gender groups of adolescents, some at the onset of the disease and others at a similar stage of maintenance therapy, which provide participants with the opportunity to exchange their respective experiences, fears, apprehensions, strengths, strategies, etc.
Each two-hour workshop is on a specific theme that is not necessarily directly related to the disease.
The theme is explored using narrative tasks that can exploit different languages such as writing, images, photographs, etc.
A task that we often use in our workshops to encourage participants to decentre from their own point of view is the following: "Dear diabetes, I am writing to you…", and then, "Diabetes is replying to you"

Clearly, the other members of the multidisciplinary team would also need to be trained in the narrative approach so that they too could design workshop environments where adolescents can tell their stories and share their strengths and weaknesses, thereby coming to feel less alone. When healthcare practitioners listen to their patients' stories, they gain deeper insight into how young people experience illness, get to know them as individuals and not just as patients, and understand how to develop more effective therapeutic education tools because they are better able to see things from the perspective of their patients (at practitioner workshops, for example, the participants are asked to produce a narrative on “An occasion when I provided care to…” , and then, “An occasion when someone provided me with care…”)
Practitioners themselves can improve the well-being of the team by narrating where they stand with themselves, among themselves, and with patients and their families, who may also be invited to take part in speaking and listening workshops.
The outcomes and effects of the workshops must be assessed using narrative and self-reflexive/self-evaluation methods in keeping with the underlying methodological framework. We usually propose metacognitive requests: “what do I learned?”; “How do I see myself?..”.

Background
Teaching Science, Technology, Engineering, Art and Maths (STEAM subjects) in a hospital school with no laboratory or practical workshops can feel limiting. To compensate we have reached out to the wider hospital community and work with 11 departments, to provide our pupils with the experience of interacting with STEAM professionals and of learning in authentic STEAM workplaces.

Learning objectives
To share ideas on how we can use the expertise of our hospital partners to enrich our pupils STEAM learning experiences.

Activities
Over the last 10 years we have developed relationships with our hospital partners to facilitate the sharing of their expertise and resources to enrich our pupils STEAM learning. Currently we work with 11 partners and have embedded visits to their departments into our curriculum as well as inviting them to the school to deliver sessions. Pupils aged 10-16 have opportunities to visit the Microbiology laboratory to learn about aseptic technique, the hospital’s generator to learn about energy production, the research department to learn about 3D printing of body parts, as well as working with the hospital’s artists and architects.

Evaluation:
Interacting with STEAM professionals and learning in STEAM workplaces enriches our students STEAM learning. Feedback from pupils and their families is always positive and the hospital staff enjoy the opportunity to interact with the patients in non-medical way.

Conclusions and implications:
At GOSH we have really only scratched the surface of using the hospital as a resource and are constantly looking to expand our partners. We hope to inspire other hospital schools to look at their hospital as a learning resource and, if they are already do so, to share their ideas and look to expand on what they are already doing.

Background and purpose There are about 900 pupils daily at hospital schools in Finland. More than 90 per cents of the pupils are at hospital because of child psychiatric or youth psychiatric reasons. What kind of connection is there between hospital school education and inclusive school system? The Finnish National Core Curriculum guides Finnish school system to be developed to be more inclusive. This is not only a national educational agenda: after Unesco’s actions in Salamanca 1994 the inclusion has been seen as a global vision of school development. In this research we clarify how the hospital school leaders see hospital school education assisting to create more inclusive school system in Finland.
Methods This research is a phenomenography. The qualitative data was collected with Webropol questionnaire twice a year during 2017-2021 from all the hospital school leaders in Finland (N=25). The data analysis is phenomenographic. The data was categorized by following main categories: basic task of hospital school education, procedures, positive education, inclusion and consultative support for mainstream schools. Findings The hospital school education still, nowadays, consists of three different perspectives to inclusion: 1) segregative perspective based on separate residential settings, 2) integration based rehabilitative perspective and 3) support based inclusive perspective. In hospital school education the support based on an inclusive perspective is shown through four dimensions: strengthening equality, avoiding school dropout, large-scale multiprofessional co-operation and consultative services to local schools. Conclusions and implications Changes in Finnish hospital care ideology increase outpatient care and minimize inpatient periods in ward. This has different kind of influences to the traditional hospital school education. Children with child psychiatric difficulties as well as youth psychiatric difficulties study more often at local schools. Hospital school teachers have their specific knowledge and are therefore needed to give more detailed hospital school educational support to local school teachers. This consultative work can be modelled to three different dimensions: in and out consultation, preventing and diagnostic consultation and general pedagogical consultation.

School attendance problems (SAP) and school absenteeism are a growing problem in many countries. Mental health problems, like depression, anxiety and behavioral disorders, are risk factors for SAP. A pro-longued school absenteeism may in the long run increase the risk for exclusion but may also in the short term have negative consequences. SAPs cause suffering not just for the pupil absent from school, but also for the family. Therefore, it is of importance to support young people back to school. In the present study, we focus on synthesizing information on factors that have been helpful for the reintegration and wellbeing of young people suffering from SAPs.
We conducted a systematic review using the following databases: ERIC, CINAHL, APA Psycinfo, APA PsycArticles, Academic Search Complete, Education Research Complete, Teacher Reference Center and Medline. The search string covered words related to 1) school attendance and/or absence, and 2. return, re-integration, re-engagement, resilience and/or coping. The search was limited to peer-reviewed English articles published from 1980 onward. All study designs were accepted. This study covers 6 to 18 years old school students. The search yielded 1027 hits, (after duplicates 476), out of which 38 articles were included in the final analyses.
In the analyses, focus will be on extracting data on resilience, coping and dealing with SAP. The paper will discuss the findings and create a preliminary framework for understanding the coping experiences of young people with SAP. This systematic review is aimed at producing new information on the factors helping youth return and re-integrate to school after school absenteeism. The preliminary results shed light on the students´ resilience, coping strategies and optimism as well as on students´ family, friends, school staff and other professionals supporting their well-being, self-efficacy and school belonging. The systematic review hopefully also serves us developing right kind of support, services and early interventions for students absent from school and their families, preventing social exclusion in the future. The relevance of results for hospital education will also be discussed.

Abstract: Workshop Basic Bookbinding (to do even in bed)
(How to make books with children from six years old up to eighty years old?)

1) An introduction on the ecological value of recycling
Key words:
Waste: reduce, reuse and recycle. People, planet and profit. Waste and wealth. Again and again and again in the circular economy. Small ecological footprint, because less is more.

RAGS make paper,
PAPER makes money,
MONEY makes banks,
BANKS make loans,
LOANS make beggars,
BEGGARS make RAGS.

2) Hands on
The books are made of old juice packs and some blank sheets of paper. This book has two secret storage compartments and the closure of the juice pack is used as the closure for the book. You don’t need special tools to make these books. In fact you only need a few simple tools like a pair of scissors, a needle, a nail, a ruler, a pencil and four clothespins (probably available in every household). The participants of this workshop do not need to bring any tools or materials for this workshop. Just your bare hands are sufficient.
A good book is the best of friends, especially a nice book made by your own hands.
The student with medical or mental health needs can even make such books in bed. It takes about 30 minutes to make such a book. The real material costs for such a book are no more than € 0,10 for each book. At the HOPE congress in Milan in May 2023 you can make such a book for free.

3) Take home inspiration
This workshop offers ideas how to use the handmade books for students with medical or mental health needs.
Key words:
Diary, poetry, secret storage compartments, bestseller, tabula rasa, paper is patient, a debut, let papers speak and birds be silent.

4) Extras for free
In the room of the workshop you will find an exhibition of 25 different books, all made of old juice packs with the same techniques for bookbinding, which I will teach you in the workshop.

All this looks very well on paper, but in practice it is even better. Book your bookbinder in time.

Kind regards of master bookbinder Jan Haverkate
(Hospital Teacher in the Netherlands)
January 18, 2023.

Every chronically or seriously ill student has to deal with loss of health. Are we aware of the fact that they actually have to deal with living grief?
In this interactive session the authors discuss how living grief due to loss of health can impact a student with medical needs. There are many definitions of grief. In our workshop we talk about grief as a response to the consequences of the illness, manifested in psychological, social and somatic reactions.
Our goal is to increase awareness in hospital teachers and teach them about how students grieve, the difference between living grief and grief caused by death. Participants will share their points of view on the above and will share their own experiences with students who experience living grief. Our main object is sharing and discussing with our European colleagues on how hospital teachers and homeschool teachers can be supportive for their grieving students. Our take-home message to participants is awareness: all hospital teachers will eventually be confronted with grieving students. At the end of the workshop the participants will answer the question; How can I use the information about (living) grief in my practice/ hospital and my contact with homeschools.
Our workshop in short:
Topics:
- What do participants of the workshop know about living grief and grief in children?
- Are they aware of the difference?
- How does grieving affects learning?
- In which way can they help their students?
Forms:
-In pairs, in small groups, plenary, interactive interview, video
Materials:
-Computer, beamer, flipchart, handouts, menti meter.
Hand outs:
-Tips and Tops for regular teachers and hospital teachers.

This project came about as a result of the Covid 19 pandemic. During our many lockdowns in Ireland, special schools, including Our Lady’s Hospital School were among many services closed. One of the many consequences of this for our pupils was how limited the opportunities were for them to be mentally stimulated. As a result, the concept of Unboxing Manufacturing was born.
This project was a collaboration between Our Lady’s Hospital School (OLHS) - a Community Special School co-located with Children’s Health Ireland in Crumlin, Dublin and three manufacturing research centres: Irish Manufacturing Research (IMR), I-Form and Confirm. The project was funded through Science Foundation Ireland’s (SFI) Discover Programme Call, an annual programme that supports and encourages the public to engage with science, technology, engineering and maths (STEM).

The Unboxing Manufacturing Project aims to inspire our pupils to take a closer look at the products we use in our everyday lives and to ask how they were designed and manufactured. Through a series of hands-on practical lessons, pupils can explore the world of manufacturing from inside the classroom, putting themselves in the shoes of designers and engineers to consider why, how and how best to make a product. The structure and format has been specifically devised in response to the needs of hospital school teachers, with each lesson suitable for both classroom and ward setting, including pupils who are in isolation. Each lesson can be completed as a self-contained, stand alone activity while also part of a larger continuum.

The aim of this workshop is to demonstrate the benefits of engaging with projects with the private sector to develop hands-on and meaningful learning experiences which are specifically designed for teaching in a hospital school setting. This will involve delving into the nine lessons, modeling some of the activities.

Modeled Lesson 1: Prototype -Paper
Engineers often build a rough model based on their sketches. This model is called a prototype which is often used in product development to test and gather feedback by allowing potential users to interact with the idea, enabling for ideas to be shared as what may need to be changed, adapted, or redesigned to improve it.
Understanding the importance of prototyping in product development
Explore and describe the relationship of 3D shapes to constituent 2D shapes
Construct 3D shapes e.g. a rocket
Participants in the workshop will engage in a hands-on prototype making activity and view a video clip of bringing a prototype through 3D modeling and printing.
Curriculum Links:
Mathematics: Shape and space (3D shapes)
Visual Arts: Construction (making constructions)
Print (making prints)
Science: Materials (properties and characteristics of materials)

Modeled Lesson 2 - Building a paper circuit
Practical science experiments are often a big challenge to teach in a hospital setting. In this section of the workshop we aim to model a lesson with the following aims:
Learn about electrical energy
Investigate current electricity by constructing simple circuits using copper tape, LEDs and batteries

Curriculum Links:
Science: Energy and forces (magnetism and electricity)

Project Partners:
Our Lady's Hospital School - www.olhs.ie
Irish Manufacturing Research - www.imr.ie
I-Form, Advanced Manufacturing Research Centre - www.i-form.ie
Confirm Smart Manufacturing - https://confirm.ie

Background and Objectives:
Media education aims at individual empowerment and social participation through media literacy. A very common approach is to inform about the risks and danger of the Internet, such as cyberbullying, hate speech, misinformation, sexting or addiction.
Common mental disorders, including depression, anxiety and eating disorders, are clearly tied to social connection and interaction and thus to social media / the internet (Masur, et al., 2022).
Adolescents suffering from mental health disorders are more likely to have experienced cyberbullying, hate speech, misinformation, sexting or addiction rather than students with no mental health issues. Students with a medical health condition might face similar mental health problems.

Activities and Methods:
This discussion forum begins with a short introduction of every participant, and asking them to share his or her interest in this workshop, together with their name and hospital unit. Opening questions like “Is talking about cyber bulling, hate speech and misinformation the right approach for the specific needs of students with mental (or medical) health issues in hospital education?” and “Do these topics motivate the student’s interest due to their own experience-based knowledge, or cause emotional distress due to unresolved problematic experiences?”. Nevertheless, avoiding media education is not a solution. How could media education be implemented in hospital education?

Some hospital education challenges will illustrate the topic:

* Tips for safe chats in social media, such as ‘Do not meet with strangers without your parent present’ - tip given to a student who has been a victim of cyber grooming

* Protection of privacy: “How to protect yourself with privacy settings” – tip given to a student who may have experienced cyber bullying or cyber grooming

* Teaching risks and dangers of the internet to a student showing symptoms of dejection and hopelessness, diagnosed with depression

A useful video clip for lessons is a short film, entitled “The Full Picture”. The film highlights the challenges young people face online, and encourages them to look at the bigger picture. This short film will be discussed using the method “World Café”. The question will be: “Would you show “The Full Picture” in your lesson next week?” and “Which medical / therapeutic information about the student do you need beforehand?”
The knowledge sharing method “World Café” will help every participant get involved and get a chance to speak. Conversations take place in small groups, findings are shared with everyone.
Scientific research can be cited, e.g. that the “effect of social media on well-being differs from adolescent to adolescent” (Beyens, et al., 2020) or by asking which Social Media use affects adolescent’s mental health (Cingel, et al., 2022).
At the end, active media use as an alternative for facing the risks and dangers of the internet will be discussed. Active social media use provides a protective context by “safeguarding media users, since active social media users are less likely to be in risky social media situations” (Coyne, et al., 2022). If time is on our side, examples and ideas of active social media use will be shared.

Implications:
Having each participant find out which area of media education is most appropriate for them and their own lesson use is the aim of this workshop.
The participants brainstorm challenges they face while empowering students’ media literacy in mental health units. They gain competencies in organising media education as well as ideas for a health and education multidisciplinary approach addressing the specific needs of Mental Health students. For further interest in person-specific effect patterns of Social Media use, references and scientific articles are shared.

Background and purpose

“Children who miss school for medical reasons can be at double jeopardy-suffering not only the effects of their illness or injury, but also the consequences of educational deprivation” (Gabbay et al., 2000). According to Bessell (2001), most students remain concerned about their school progress and participation. One solution is to create programs facilitated by Educational Liaisons as a part of treatment to incorporate education in a medical setting (Haarbauer-Krupa, 2009). Furthermore, programs that simulate a school-like environment in a medical setting are rare, yet valuable transition services for children leaving the hospital (Haarbauer-Krupa, 2009). We created a program that addresses these critical components and more, for the student while hospitalized.
Brain Station is a program that provides a space and time for structured learning under the supervision of educational staff. Brain Station offers a daily “classroom atmosphere” that promotes a sense of normalcy/routine for students as well as an environment that encourages a smooth transition from hospital-home-school. Brain Station allows the student to feel the sense of accomplishment by participating in a classroom setting with lessons challenging and supporting their cognitive growth.

As a best practice, cognitive rehabilitation activities are incorporated within the Brain Station curriculum. Haarbauer-Krupa (2009) states, “Ecologically based approaches which deliver cognitive rehabilitation in the child’s environment…have the potential to effectively extend intervention beyond the medical model and bridge the gap”. Brain Station daily lessons focus on core subject areas; while integrating components of cognitive rehabilitation; Concentration, Memory, Language & Executive Functions (Hutchinson, K. & Dilks, L, 2015).

According to Mortenson (2008), collaboration with staff and comprehensive services are essential for providing optimal instruction for students with medical needs. Brain Station utilizes a multidisciplinary collaboration approach. The classroom allows education staff to observe students and offer direct recommendations to medical staff, rehabilitation therapists, child life, student, family and eventually school. Additionally, medical staff and therapeutic teams have supported students within the context of the classroom.

Objectives

As a Brain Station “student” one will learn the key components while experiencing it with hands-on activities. Participants will also learn about our hospital and culture as we embark upon a week in Brain Station. Our hope and goal are that this concept will be replicated and further developed in other hospital settings.

Activities

Day 1: B.E. (Brain Exercises) not P.E. (Physical Education), Orientation, Attention and Concentration
Day 2: Social Studies, Memory focus
Day 3: Language Arts, Language focus
Day 4: Math and Science, Executive Functioning focus
Day 5: Art, Socioemotional focus

Implications for teachers’ practice
“Educators are accountable for ensuring quality of life experiences for students with chronic illness” (Irwin & Elam, 2011). Thus, Brain Station is a hospital-based program that promotes normalcy, cognitive stimulation, and socialization. This in turn allows students to transition seamlessly between hospital, home, and school. Implications for practice stretches beyond application and generalizable across settings.

Considerations
Since the inception of Brain Station in 2015, our student encounters range from 397 to 693. This is inclusive of students ages 5+, varying cognitive abilities, ethnicities, and diagnoses. Program is overseen by Educational Liaison and lessons are facilitated by a certified Special Education teacher with the assistance of volunteers. We have experienced such positive results and feedback from students, families, hospital staff and educational disciplines.

“In my 30+ years, I have never seen such a successful program in getting our patients out of their room” –Nurse.

“I was happy that my patient with lupus was in brain station last week. It challenged her cognitively as she improved medically” - Rheumatologist

“Thank you for making me smarter. I love you.” -6 year old student

• Background and purpose
This workshop is focused on combining coding robots with storytelling and drawing. In Hospital Schools, there is a consolidated experience of using robotics to sustain social dimension and to limit the negative effect of hospitalization (Newhart & Warschauer, 2016). Robots are used either for creating didactic units in hospital classrooms, such as for computational thinking training (González-González et al., 2019) or in telepresence settings to enable the hospital students to be, through the robot, physically present in their mainstream classrooms (Ahumada-Newhart & Olson, 2019). The robot we use in the workshop, Ozobot, is appreciated by hospital teachers because it is a ‘pocket robot’, thus easily transportable, can be sanitized, and can be programmed both with blocks and by color codes (Dalla Mutta et al., 2021). Ozobot can be used with pupils to develop analytical problem solving, sequential programming skills, and understanding of computer machine autonomy (Swidan and Hermans, 2017); it can enhance STEAM education and increase curiosity to build an instant connection with students (Tengler et al., 2021).
• Objectives and/or expected outcome The aim of the workshop is to create a teaching activity with Ozobot, integrating the narrative structure of a story.
KNOWLEDGE: Participants will be aware of the computational thinking principles and Ozobot main characteristics, in combination with the rules of storytelling.
SKILLS: Participants will develop the skills to use the Ozobot color codes to program principal robot actions, to draw the trajectories lines as storytelling pathways and choose the activities of the robot based on plot development.
ABILITIES: Participants will develop the ability to design a teaching activity from either the storytelling or coding component, supporting the hospitalized students to express, using Ozobot as a medium, emotions, thoughts and behaviors to promote a healthy interpersonal relationship and the construction of shared meanings.
Activities
The activities of the workshop are divided into three sessions:
1. Experiential learning of the Ozobot device and of the screen-free coding modality with markers and paper. This part concerns: 1.1 Learning how to turn on, off, and calibrate Ozobot;
1.2 Drawing a map with correct line thickness, line spacing, and ideal angles;
1.3 Adding Color Codes on the map, so that Ozobot can read them and respond to commands.
2. Collaborative Learning activity aimed at identifying the narrative elements which appear in a tale, with the help of a card sequence based on Propp morphology (Propp, 2010). We will focus on storytelling as a narrative methodology useful for the reflective use of experiences in Hospital setting.
3. Hands-on activity which consists of the graphical representation of the story's path, by drawing a map and coding Ozobot for expressing the narrative time: duration, rhythm, and speed of the events in the tale. The map can be accompanied by drawings, 3D elements, and QR codes, referring to an educational scenario in the Hospital context.
• Implications
Ozobot is a tiny robotic kit that has several assets that make it particularly interesting for Hospital Schools:
- With its dual programming mode, is a versatile tool, suitable for all school grades. It’s optimized for various learning styles, according to the principle of Universal Design for Learning (CAST, 2018).
- Coding and robotics allow the creation of inclusive and flexible lessons by reducing barriers. They act as a learning facilitator by offering different communication methods to promote meaningful, multisensory, hands-on learning experiences (Bravo, 2021).
- Play-based activities promote the humanization of hospitalization. The use of robots as tools to enhance the well-being of pediatric patients by reducing anxiety and fear is examined by still few but promising studies (Castiglioni et. al, 2022).

Background and purpose: : In Monza, there is a Center devoted to the care of children, adolescents and young adults with blood cancer (CAYA-C), where the school in hospital (SH) has been operating for about 40 years. On the other hand, the Sport Therapy research project, dedicated to precision exercise and adapted sports for Children adolescents and young adults with cancer (CAYA-C) in the intensive phases of treatment, i.e., at the time of maximum physical and psychological fragility, is of very recent development. The aim of the Sport Therapy research project is to maintain and improve the health of CAYA-C and ensure better quality of life and social inclusion through precision exercises (PE) adapted every day to the clinical characteristics of the individual patient. PE helps in the development of motor skills, has positive effects on mental health, reducing anxiety, depression and representing an important opportunity to promote global development in the child. Is there potential for PE to impact the actual educational component as well? Physical activity, exercise and sports have a positive influence on brain structure, cognition, academic achievement and skill development. This is supported by the American College of Sports Sciences, according to which there are positive associations between Physical Activities, fitness, cognition and school performance. Thanks to the Sport Therapy research project and its multidisciplinary team composed of pediatricians, sports medicine physician, exercise scientist and osteopaths, it was possible to introduce the pedagogist as a figure between the actual educational component and the component in relation to the physiological dimension of exercise. . This new figure was able to fit in naturally and relate to the hospital school team. Together, the two teams are trying to meet the needs of individual students by creating a common procedure to improve the use of exercise also during academical lessons. A common language for evaluating the motor activities presented in their academic curricula is part of this procedure.
Objectives: . Since the SH teachers rarely have the opportunity to carry out physical activity, exercise, or sports during the academic course of CAYA-C, due to the lack of adequate cultural tools to propose this type of activity in a complex clinical setting, and due to the lack of space and faculty, we aim to improve their opportunity to use exercise during their lessons. In this workshop we will rehearse practical exercises that teachers can use safely and adapted to the subject that each student is learning.They will learn how to translate the language of the exercise professional into educational terms and objectives.
Activities:We will try to implement CAYA-C exercise programmes, even in the absence of exercise professionals, by increasing teachers' knowledge of exercises that can be performed in a safe manner. The kit is a real box, adapted to different subjects and school levels. It contains: small exercise equipment; an "Athlete's Sheet" to collect clinical and pedagogical information; a booklet of adapted exercises for medically frail children, designed by the sports therapy team; stickers to be placed in the classroom to carry out physical education.
Implication: This modality which has been identified so that SH teachers can use the kit not only in the purely performative sphere and places it in the educational sphere to promote the acquisition of skills and knowledge about one's own physical wellbeing, social life and learning journey. This identified modality, lends itself to be carried out in all necessary contexts( day hospital, hospital ward, home)to enable SH teachers to carry out physical education, promoting the acquisition of skills and knowledge of one's body as part of a person's well-being, social life and learning journey.

Background and purpose
Students sitting at home find themselves isolated. Your world can become small.
Through ICT there is an opportunity to participate in society.
By seeing, hearing or talking to each other, students who do not attend school can come out of their isolation because there is contact.
Our motivation to use ICT at school is to connect with school. We believe that students with medical or mental health needs should be involved in the social network as much as possible and be able to work on their future.
In the Netherlands we have gained many years of experience with KlasseContact. Thanks to KlasseContact, children/adolescents with medical health needs can continue to participate in their class . At home or in the hospital, these children use a laptop that is connected to an ICT set in the classroom. But not all children can use KlasseContact. The minimum commitment time is 10 weeks and children with mental health needs are not eligible. And KlasseContact is unique for The Netherlands. That is why we orientated ourselves on other possibilities. We would like to exchange experiences with candidates in our workshop.

Objectives
• Participants exchange experiences on how children/adolescents who stay at home or in the hospital for medical or mental health needs can keep in touch with their classmates;
• Participants are introduced to 2 tools, the Swivl and the Owl, through a short demo;
• Participants discuss in groups if and how these tools can be used when it comes to peer-to-peer contact between the child/adolescent with medical or mental health needs and their class at school. They also discuss the benefits for the use of the tool(s) and the objections.

Expected outcomes
Participants have been introduced to two tools with which contact with the class can be stimulated. At the end of the workshop, they can consider for themselves whether the use of one or both tools for their work situation will add value. At the end of the workshop and group discussions we will have a list of tips for use of ICT tools with two goals: the social aspect of simple contact and the possibility to follow instructions/lessons from another location.

Activities
Start
After the workshop facilitators have introduced themselves participants will meet each other’s while joining a start-activity. This activity is meant to know each other, will lead to mixed groups and will lead to the main subject of the workshop.

Main
A short demonstration of two ICT tools: the Swivl and the Meeting Owl. With ICT equipment like Swivl and Meeting Owl we offer two solutions for long distance education. You can record instructions for students or start a live connection with students from their sick bed.

After the demonstration there will be a discussion in mixed groups. A group can choose one of the tools to discuss on. Discussion questions will be provided. E.g.:
• Will the tool be useful for children/adolescents with medical or mental health needs? In what kind of situations? What are the conditions for an effective use?
• What are the advantages and the disadvantages?
• Will it be a good tool for you to use in your personal work situation?

Discuss on these topics and make a poster which make clear your (group)opinion.

End
• Facilitators will evaluate the objectives of the workshop and will check the expected outcomes.
• Facilitators will answer questions and thank the participants for attending the workshop.

Implications
We believe that if ICT equipment is used in an appropriate way in education, children with medical or mental health needs can benefit from this.

Background:A wide constellation of scientifically-based outdoor education programs is nowadays an evolving reality. Sail training programs are among those. These programs take place aboard sailing vessels, where groups of beneficiaries are included in specifically designed projects. having positive effects on leadership, self-concept/self-esteem, locus of control, interpersonal attitudes and environmental awareness. Tender To Nave Italia Foundation (FTTNI) is a non-profit organization founded in 2007 by the Italian Navy and the Italian Yacht Club. Foundation’s aim is to fight all forms of prejudice against disabilities and social hardship alongside people who, because of that prejudice, risk ending up on the margins of our communities. FTTNI uses a steel brigantine, 61 m long overall, with a masthead height of 44.60 m, with Italian Navy officers and complement, a total of 21 crew members. It can accommodate up to 22 guests in 11 cabins. During the last 15 years, FTTNI developed a methodology adaptable to different situations and marine environments. Moreover, together with a no profit partner named camici & pigiami, created a similar outdoor education programs taking place in a mountain retreat, where beneficiaries spend a week together with soldiers of the alpine troops. Beneficiaries in both these contexts can fully express their potential, thanks to the relation they develop and to the highly emotional experiences they have.
Activities: After a short introduction we will ask attendees to develop the activities they want to realize in according to our methodology, thinking about a project on board or in the retreat, and then We will show our activities in a dedicated video. The three phases of FTTNI Methodology are:The pre-experience phase takes place before the experience and it’s the main important phase for the success of the entire project. In this phase, the aim is to define what the group will do on board and in the retreat, the purpose of their actions, and the set of skills they will exploit to achieve their objectives. On board/In retreat Phase: Life in two different experiences becomes the go-between around which the two main aspects of the growth process revolve: relationship with others and collection of material to narrate the experience on the ship. Relationships with others on board and in the retreat are necessary during the whole experience, bridging situations that are otherwise distant and unable to communicate directly. Post-experience Phase: In this phase, beneficiaries will integrate what they had experienced into everyday life, and they will have the occasion to narrate their experience to others. Expected Outcomes: At the end of this workshop, every participant will be able to enrich their approach using outdoor education principles used by FTTNI. Therefore, they will be able to present the project and try to realize it on board during the 2024 campaign of Nave Italia, or in the Mountain with Camici & Pigiami association Implication: This workshop will allow attendees with different backgrounds to ponder outdoor and sail training educational approaches and to appreciate the added value that they may bring to students if integrated into their actual study paths. Living an adventure with Nave Italia or in a mountain retreat brings children and young people a unique chance to experience meaningful activities in nature while developing lifelong skills such as independence, play, teamwork, and self-esteem in an unique context.

Hospital schools are unique educational environments (Hen & Gilan Shochat, 2022). Both learning and teaching are influenced by the child’s medical and emotional condition, and the hospital teacher’s ability to connect between the child and the curriculum (Steinke et al., 2016). Hospital teachers are required to have a high degree of flexibility, dynamism, initiative, and creativity to be able to intensively adapt to an ever-changing work environment (Csinady, 2015). From working many years with hospitalized children and studying, training, and managing hospital teachers, we believe that understanding the depth of meaningful learning when a child is hospitalized, and discussing the basics and implementations of inspirational teaching, will contribute to hospital teacher professional identity and everyday practice. Therefore, the main goal of our workshop is to examine and discuss what is Meaningful learning for hospitalized pupils in hospital schools, and how can it be implemented by hospital pedagogues in an Inspirational teaching manner (Harpaz, 2013;2014). We want to theoretically examine the concept of Meaningful learning that usually refers to learning in which the individual rebuilds his/her insights and creates a foundation for richer insights in the future (Harpaz, 2014). Further we want to explore in an experiential manner its’ unique characteristics in the hospital school milieu. For instance, what are meaningful contents and learning strategies for hospitalized students? Medical contents? Psycho pedagogy? Using creative learning strategies?
According to Harpaz (2014), for meaningful learning to occur, external and internal conditions must be met. Internal conditions refer to a state of mind involved in the process of learning and an understanding of the product of learning. External conditions are environmental characteristics that enable and encourage the internal conditions for meaningful learning.
This, according to Harpaz (2013) can be achieved by Inspirational teaching. He conceptualizes the act of teaching as a personal invitation to the student to work in a way that is adapted to his needs and appeals to his strengths. He characterizes teaching at its best as a practice that inspires the learner to act from within and breathes life into him. The student becomes active rather than passive, acts from internal motivation, connects to his/her abilities, and finds his/her unique way of expression. Teaching at its best brings out the student’s interest and curiosity, in his/her involvement and activity. The student's experience is characterized by a sense of freedom, by overcoming internal limitations and inhibiting barriers and by striving to do something significant in his/her life (Harpaz, 2014). We would like to discuss and present several models of experiential teaching in the hospital school to enhance inspirational teaching among hospital pedagogues.

HOPE has partnered with HEAL in U.S.A, HELP in Australia/New Zealand, REDLACEH in Latin America and NAHE in the United Kingdom to create the scientific journal, Continuity in Education (CiE). This is the first international journal focused on students’ medical and mental health needs. The focus of the journal is home, hospital and school education and psychological support for children and young people with medical and mental health needs. CiE is the only scientific journal discussing these issues in a direct and comprehensive way. It gathers resources and experiences from national and international associations and hospital teachers worldwide.
Objectives. Attendees will be:
• Inspired to write and submit an article on an important aspect related to the education and development of students with medical and mental health needs
• Able to summarize the steps to take to draft, submit, edit and publish an article in the journal, Continuity in Education
• Able to list multiple possible topic areas as possible journal article topics to submit to Continuity in Education
• Motivated to contribute to the field of hospital education by publishing best practices.

Activities:
This interactive workshop will highlight the steps necessary for attendees to share their experience and knowledge related to working with this unique population through submissions of journal articles. This is an opportunity to learn more about the aims of this new international journal and the types of articles that we seek. The workshop will also cover the main components of what makes a ‘good’ paper for publication. During the workshop we will:
• Provide Authorship Guidelines to the different types of articles accepted by CiE, including Research, Practice / intervention, Theoretical / methodological, Reviews of the literature, Reviews of resources, Descriptions of policies, 'Telling my story”;
• Explain how to ‘Build a Team to Work With at Your Institution’, organising the strengths of your colleagues to create an article.
• Run a brainstorm activity of topics to investigate, helping you to define possible topics that interest you;
• Show the submission and peer review process for an academic article.
• Facilitate networking among participants who are interested in similar topics.

implications:
Creating and publishing an academic article empowers teachers to reflect on their practice, capabilities and on how to be an active part of an international community of scholars and colleagues working in the same field. This will ultimately inform your teaching and improve the lives of children and families, who are the main stakeholders of any education process.