Abstract
Introduction. Hospital pedagogy is an interdisciplinary branch of pedagogical science and practice dedicated to providing comprehensive educational support to children and adolescents undergoing long-term treatment in medical institutions, with the primary aim of ensuring educational continuity. This study’s objective was to conduct systematic monitoring and analysis of the student cohort involved in the “WeTeach/TheyLearn” hospital schools project across Russia.
Methods. Data collection was performed at the regional sites of the “WeTeach/TheyLearn” hospital schools project located in Belgorod, Volgograd, Yekaterinburg, Izhevsk, Stavropol, Tambov, Chita, and Yaroslavl. The study included 250 children requiring long-term treatment. Methodologies employed encompassed content analysis of documentation, collection of statistical data, and comprehensive analysis of the gathered materials.
Results. The sample predominantly consisted of children with chronic somatic conditions, chiefly malignant neoplasms (C) and diseases of the circulatory system (I). A substantial portion of the participants were officially recognized as children with disabilities and required tutor support and specialized educational methodologies. Nearly all students were undergoing prolonged inpatient treatment. Psychological and pedagogical assessments revealed that the vast majority of students had no significant learning limitations, maintained preserved learning performance, and exhibited high levels of learning motivation. Most students were also prepared for collaborative activities with peers. Children officially registered with disabilities demonstrated comparatively lower learning motivation and more frequent learning performance challenges; however, their readiness for joint activities remained notably high. Education within the “WeTeach/TheyLearn” hospital schools is delivered according to individualized learning plans that accommodate the talents and educational aspirations of each student.
Discussion. A personalized educational approach, tailored instruction, psychological support for both the child and their family, along with the implementation of the “caring school” concept, collectively contribute to mitigating the challenges associated with prolonged illness and promote the maintenance of a satisfactory quality of life during extended treatment periods. These findings underscore the high effectiveness of the hospital schools system in supporting children in need of long-term treatment.
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