Abstract
Children with pediatric chronic illnesses, including cancer and hematologic disorders, face psychosocial challenges that disrupt development, academic progress, and social functioning. While healthcare providers often connect families to supportive resources, comprehensive approaches to school-related needs remain limited. The Back-to-School Screening Program, a practice-based intervention evaluated using a descriptive mixed-methods design, was developed to systematically identify the educational needs of children with cancer and blood disorders at the start of the academic year. The evaluation combined quantitative data from psychosocial screening surveys and service utilization metrics with qualitative feedback from families and interdisciplinary staff. Launched during the COVID-19 pandemic, the program assessed available psychosocial resources, identified barriers to school participation, and facilitated communication between healthcare and educational systems. Between 2020 and 2024, 1,193 families were screened. Results showed measurable improvements in educational preparedness, family satisfaction, and cross-sector collaboration. Outcomes included increased access to educational materials and technology, enhanced family understanding of school supports, and strengthened coordination among healthcare, school, and community partners. Findings highlight the value of embedding educational screening within pediatric psychosocial care to prevent academic disruption and promote resilience. The Back-to-School Screening Program provides a replicable model for integrating educational advocacy into routine care, informing both practice and policy to support the long-term wellbeing of children with chronic illness.