School Support for Children With Cancer

By Allie Neenan, PhD, LP | Last updated 1/17/26

Cancer affects every aspect of a child's life, and that includes school. No two children have the same educational journey, which makes tailored support essential. Many children receive tutoring at home or in the hospital when they cannot attend school in person. However, the school that a child previously attended may stay involved. All children are entitled to a free, appropriate public education within the United States. If cancer treatment or survivorship challenges cause issues with learning, children have a right to receive support. Parents often find themselves faced with a steep learning curve when they advocate their children's educational rights after a cancer diagnosis. This article outlines key information and action steps for parents and families who are seeking school support for a child with cancer.

How Can I Get Support For My Child At School?

Please note that the information shared in the following sections is specific to Washington State. While the general principles apply throughout the United States, specific details such as evaluation timelines vary across states. 

There are two kinds of support plans that can be requested on behalf of any child for whom support may be needed:

504 Plans - Accommodations that address barriers to participating in the school environment. Examples include unlimited access to water and restrooms, specific seating arrangements, class locations that limit walking distance, access to the nurse's office and medications, and access to mobility aids. 504 Plans are reviewed on an as-needed basis to ensure that disability accommodations are provided in accordance with the Americans with Disabilities Act.

Individualized Education Plans (IEPs) - Structured plans that include alterations to the content of curriculum, not just environmental support. IEPs include specific goals and interventions, such as small group instruction, that are designed to help students meet those goals. An IEP is administered through special education. It is reviewed and goals are updated on an annual basis to ensure that educational support is provided in accordance with the Individuals with Disabilities Education Act.

The referral process for 504 Plans and IEPs involves five steps:

1. Submitting a written request for an evaluation

2. Determining eligibility for an evaluation

3. Completing an evaluation

4. Developing a plan

5. Reviewing and updating the plan

Any parent/caregiver or school personnel who identifies a child whose educational needs are not being met can provide a referral for a 504 or IEP evaluation. Parents who are requesting the evaluation MUST make the request in writing. Verbal discussions with teachers or other school staff do not constitute a referral, and many schools will not address concerns until a written request is made. Some school districts have forms that you can use to make the request, but any written request is sufficient. You can use this template to write a letter outlining your concerns and goals for support. You can also include a letter from your medical team and a fact sheet about common educational challenges within childhood cancer patients and survivors, though these are not required.

Once the school receives a written request for an evaluation, the request may or may not be accepted. Teachers and other school personnel may be asked to provide input regarding the request, and an evaluation may not proceed if there is not sufficient evidence that a student's education is adversely impacted by their cancer diagnosis or treatment. The school must make a decision on whether to evaluate a student within 25 school days of receiving the request. To ensure compliance with this timeline, it is recommended to include the date of submission on the letter and keep a copy for your records.

Once a request is accepted, parents/caregivers must provide written consent for the evaluation to proceed. The evaluation must be completed within 35 school days after consent is provided. The evaluation may or may not result in a 504 plan or IEP being granted; similar to the referral process, the school may determine through the evaluation that a child does not qualify for accommodations or special education services. 

If a child is deemed eligible for services, a plan must be developed within 30 calendar days. Parental involvement is encouraged for 504 plans and required for IEPs. Other team members may include teachers, school psychologists, school counselors, and others who know the student well. Students and parents both have the right to request specific goals, accommodations, and support services. Any IEP team member can request to meet and update an IEP at any time, in additional to required annual IEP team meetings.

What Should I Do Next?

If you have not already discussed school concerns with your child's oncology team, now is a great time to do so. They may be able to provide educational support services, including school liaisons. Your child's oncologist or other team members can also provide letters in support of academic accommodations. 

You can also review these resources to help you prepare a written evaluation request:

Request Letter Template

Educational Fact Sheet

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