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Children with cancer experience recurring hospitalizations and isolation during treatment, which affect their school attendance. This study explores experiences of children with cancer, their classmates, and teachers with using the telepresence robot as a learning mediator in the hybrid classroom during treatment periods. 31 children with cancer (aged 7–17 years), 30 teachers, and 118 classmates participated in interviews and 19 h of participant observations were undertaken in nine classrooms. The Agential Realism Theory and Situational Analysis framed the data analysis. There was a single overarching theme, “Telepresence robot didactic,“ and five sub-themes (Telepresence mediated learning, school-home collaboration, hybrid robot teaching, intra-actions in class, and inclusive spatiality). This study advocates the complexity of telepresence robot didactics, emphasizing that numerous human and other factors must intra-act and work simultaneously to achieve optimal learning conditions for children during cancer treatment. This includes considerations such as modality availability for the remote child; the teacher’s understanding of telepresence robot didactic and hybrid learning; the classmate’s ability to involve the remote child in groupwork; the child’s own treatment protocol, the robot’s functionalities, and spatiality in the class. Strategies for use and the systematic surveillance of telepresence robots are needed to ensure that children during cancer treatment do not lag in academic achievement. This study proposes that children with cancer can continue participating in class while hospitalized or isolated and consequently reduce social and academic setbacks. © 2023, The Author(s)., Funding: This study was funded by the Danish Cancer Society [R-260-A15147-19-S3], Toyota-Fonden, Denmark [KJ/BG-9773 H], Dagmar Marshall Fonden [5000020], the Danish Childhood Cancer Foundation [2020–6808], Lundbeck Fonden [A7971], Fabrikant Einar Willumsens Mindelegat and Department of Clinical Medicine 2021 Research Fund–Copenhagen University.This work is part of and funded by the Interregional Childhood Oncology Precision Medicine Exploration (ICOPE), a cross-Öresund collaboration between the University Hospital of Copenhagen, Rigshospitalet; Lund University; Region Skåne; and the Technical University of Denmark (DTU), supported by the European Regional Development Fund.Furthermore, this project is a part of the Childhood Oncology Network Targeting Research, Organization & Life expectancy (CONTROL) and is supported by the Danish Cancer Society [R-257-A14720] and the Danish Childhood Cancer Foundation [2019–5934].Open access funding provided by Royal Library, Copenhagen University Library.

Aims: The purpose of this secondary analysis was to explore how young cancer survivors and their parents experience and manage treatment-related late effects in daily life post-treatment. Design: A phenomenological-hermeneutic explorative study. Methods: Using purposive sampling, we included 15 childhood cancer survivors (aged 11–18 years) and their parents who participated in semi-structured interviews from September 2019 through May 2020. We analysed the interviews paired using a thematic approach focused on meaning. Results: The central theme, ‘Negotiation daily life’, emerged as well as three interrelated sub-themes, that is ‘A changed everyday life’, ‘Physical activity as a tool’ and ‘Friends as a tool’. The childhood cancer survivors and their parents experienced, understood and interpreted the late effects differently. The difference between the survivors’ perceptions and those of their parents in managing treatment-related late effects in everyday life resulted in a continuous negotiation process between the parties. Parents highlighted the negative impact of late effects on their child's daily life in relation to physical activity, school and socialization while the survivors wished to leave the cancer experience behind and ‘move on’ with their friends. As a result, most of the survivors developed strategies to manage their social activities while their parents felt that the survivors neglected the late effects. Conclusion: The ongoing negotiation process between the childhood cancer survivors and their parents show the complexity of the new family dynamics on returning to everyday life post-treatment. For clinical nurses, that means that there should be focus on family dynamics and how the childhood cancer survivors and parents, respectively, manage the childhood cancer survivors’ late effects. Impact: Healthcare providers should distinguish between the needs of the survivors and those of their parents as they transition from treatment to everyday life

Aim: To explore how an AV1 telepresence robot helps school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during cancer treatment. Design: Qualitative pilot study. Methods: Data were collected through semi-structured interviews with school-aged children and adolescents (N = 3, 12–14 years) diagnosed with cancer, their parents (N = 3), teachers (N = 2), classmates (12–14 years, N = 15, focus group interviews) and healthcare professionals (N = 4). Participant observation was performed in the child or adolescents' homes and in the classrooms during education participation via an AV1 telepresence robot. Results: Five themes emerged: expectations, sociality, learning, spatiality and technology. Participants experienced the robots as facilitating social interaction processes with classmates and inclusion in learning activities, reducing their sense of loneliness and lacking behind educationally. Nevertheless, multiple factors determine whether the robot is perceived as exclusive, including the technical functionality of the robot, spatiality in the classroom and mutual expectations of the parties involved.