Evaluating positive and negative emotions in hospital school experience in a sample of children recovered at Meyer Hospital

Hospital school is structured to prevent school drop – out and promote children wellbeing. It is conducted into hospital school rooms or at patient’s bed when he/she can’t move because of therapies or chirurgical/clinical issues. Studies show that school experience is important for children’s psychological adjustment and wellbeing but, to date, this is not investigated for hospital school experience. The aim is to evaluate if hospital school can reduce negative emotions perceived by hospitalized children and can promote positive ones. The study was conducted within pediatric and oncology wards of Meyer Pediatric Hospital (Florence, Italy). Our sample includes 19 children between 8 – 12 years old (79% oncology; 10,5% Chron’s disease; 10,5% cystic fibrosis). For the measurement, the PANAS – C (Positive and Negative Affect Schedule for Children) was used before/after hospital school lesson. The Wilcoxon signed-rank test and relative effect size shows negative emotions are reduced after hospital school lesson, while positive ones are promoted. Specifically, the main emotions reduced after the lesson were feeling “upset”, “sad”, “miserable”, “mad” and “gloomy” while promoted ones were feeling “strong”, “cheerful”, “joyful”, “fearless”, “daring” and “lively”. Hospital school experience seems to actually reduce negative emotions and make children feel better; further researches are needed.