RETURNING TO SCHOOL AFTER HEART OR HEART-LUNG TRANSPLANTATION: HOW WELL DO CHILDREN ADJUST?

Abstract

A significant number of children who had undergone successful transplantation experienced difficulties at school. Contrary to expectations, educational problems were more prevalent in the medium term, rather than short term, after transplant. Initial diagnosis was a salient factor in posttransplant psychological functioning at school. Early intervention and close liaison with schools is indicated to reduce psychological morbidity and enhance adaptation within the school environment.