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Stress in School-aged Children Experiencing Parental Cancer Treatment: A Concept Analysis

Year: 2026
Type: article
Abstract: Background: A parental cancer diagnosis profoundly affects the structure and function of the entire family, and school-aged children are particularly vulnerable given their cognitive and emotional developmental stage, yet the concept of stress specific to this population remains poorly defined. Aim: To analyze the concept of stress in school-aged children experiencing parental cancer treatment. Methods: Walker and Avant’s (2011) concept analysis method was applied. A systematic literature search was conducted in Web of Science, CINAHL, PsycINFO, PubMed, and Scopus without time restrictions, and 17 studies meeting the predefined inclusion criteria were analyzed. Results: Four defining attributes were identified: loss of family stability and security, emotional confusion and role conflict, accumulation of chronic stress, and academic and social impact. Antecedents included parental cancer diagnosis and treatment initiation, the developmental characteristics of school-aged children, weakened family support systems, and limited socioeconomic resources. Consequences ranged from psychological maladjustment, academic and social difficulties, and family dysfunction to resilience and potential for positive growth with appropriate support. Conclusion: These findings highlight the need for family-centered interventions that integrate developmentally appropriate communication, emotional support, and structural role stabilization. This analysis provides a foundation for future research and intervention programs aimed at improving the well-being of school-aged children affected by parental cancer.
DOI: 10.1177/09731342261456069
Language: English
Open Access status: hybrid
Estimated APC paid:
OpenAlex ID: W7169004701
FWCI:
Cites: 37
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