To critically review and synthesize empirical studies on childhood cancer survivors' experiences and needs on returning to school after treatment.

A mixed‐method systematic review.

A search of CINAHL, PsycINFO, EMBASE, MEDLINE, ERIC and Web of Science was conducted for studies published in English, Spanish and Portuguese languages between January 2010 and May 2020.

Twenty‐one studies were eligible for inclusion (13 qualitative studies, 6 quantitative and 2 mixed‐method studies). The quality of the studies was assessed using the Critical Appraisal Skills Programme and the Mixed Methods Appraisal Tool. Findings were synthesized using data‐based convergent synthesis design.

Findings were synthesized under four themes: academic continuity and school re‐entry; physical and psychological well‐being; school life and participation and stakeholders' responses to childhood cancer. Findings indicated that prolonged/recurring absences, physical and mental changes, personal/health factors impacted children's social participation, peer relationships and school re‐integration. Factors which contributed to a more positive experience included maintaining contact with peers and teachers throughout treatment, peer relationships, understanding and support from school community. Sharing information about cancer was an ongoing challenging issue for children, that needed to be handled sensitively.

It is evident that re‐entry to school was very challenging for most children due to treatment side effects, prolonged absences, disrupted peer relationships, lack of preparation and lack of communication between schools, families and healthcare professionals.

Despite the growing number of childhood cancer survivors worldwide, there is a deficit of studies about children's re‐entry experiences and educational needs. This review illustrates the considerable challenges that children face on school re‐entry and the critical importance of better care, support and collaboration from healthcare professionals, parents and school personnel. Nurses could help by raising awareness and leading on preparation for school re‐entry.