After treatment and remission

Returning to study

Going back to study at college, university or on a course is an important step for young people and adults. This topic explains how to plan your studies with fatigue and changes in attention in mind. Going back to school has its own topic (“Back to school”).

Last updated: 14 October 2026~2 min read

A library desk with books and a lamp. — **Figure 1.**Returning to study — Returning to study

01Short answer

Leukaemia often needs treatment in young adulthood — after school or during college or university — and studies may be interrupted. Adults may also be thinking about a new profession, a course or a second degree. After treatment, fatigue (topic “Balancing fatigue and activity”) and changes in attention, memory and processing speed (topic “Memory and attention”) can make studying harder; this is more common in people who had radiotherapy to the head or intrathecal chemotherapy. So it is important to plan your return. What helps: contact your institution’s student support or disability service early; start with a reduced course load; ask about extra time in exams, breaks, lecture notes or online learning; put classes in your most energetic hours; break big assignments into smaller parts; and use a calendar and reminders. If you notice problems with attention and memory, ask your doctor about a neuropsychological assessment — it shows what support is needed. If you live in student housing, think about protection from infections, sleep routines and food. Feeling different from your peers is normal; support groups for young people can help (topic “Teenagers”).

02Simple explanation

Studies are often interrupted.

Fatigue and attention can affect study.

Contact student support early.

A reduced course load.

For attention problems, an assessment.

03Scientific explanation

Young people: the NCI notes that cancer in adolescents and young adults disrupts education and career plans and calls for specific support.

Cognitive changes: according to the NCI PDQ, changes in attention, memory and processing speed can occur after treatment directed at the central nervous system.

Assessment: the COG recommends neuropsychological assessment for survivors at risk.

After treatment: the NCI’s “Facing Forward” advises returning to study and work plans gradually.

04What happens in the body?

Why can it be hard?

Fatigue, changes in attention and memory, infection risk and readjusting after a long break.

Getting in touch early

Talk with student support about course load, exam arrangements and online options.

A bridge of light from a house to a building. — **Figure 3.**The path to college or university.

A lighter plan

Start with fewer subjects, plan breaks and put the hardest work in your best hours.

An open planner with short blocks. — **Figure 2.**A study plan with breaks.

Attention and memory

Notes, a calendar, reminders and focusing on one task. If problems continue, a neuropsychological assessment.

Student life

Sleep routines, food, protection from infections, contact with peers and support groups.

When to call your doctor

Worrying signs — fever, bleeding, new pain, breathlessness — should be reported to your doctor between visits too. Getting in touch early is always better than waiting.

05Returning to study

Steps.

1ContactContact the study office.

2PlanA lighter plan.

3SupportLearning support.

4PaceAt your own pace.

StudyStudies continue.

BalanceA workload that suits your strength.

FuturePlans are rebuilt.

06Possible study adjustments (simplified)

Difficulty	Adjustment
Fatigue	Fewer subjects, breaks
Attention	Extra exam time, a quiet room
Memory	Lecture notes, recordings
Infection risk	Online classes
Missed classes	A personal timetable

* Options vary by institution and country.

07Key terms

Student support: A service that helps students.
Course load: The number of subjects in a term.
Neuropsychological assessment: Testing attention and memory.
Intrathecal chemotherapy: Medicine given into the spinal fluid.
Adjustment: A change to study conditions.
Processing speed: How quickly information is taken in.

08Key points

Talk with your institution early.
Start with a lighter load.
Ask for adjustments.
Use notes and a calendar.
Plan breaks.
Tell your doctor about attention problems.

09Frequently asked questions

I can’t keep up like everyone else in my first year.

That is normal; the workload can be reduced.

Should I tell my classmates?

That is your choice.

Can I live in student housing?

Often yes; ask your doctor about infection risk.

I want to change my subject.

Talk it over with an adviser without rushing (topic “New plans”).

Does this information replace medical advice?

No. This is general education; only your treating doctor can assess your situation.

10Questions for your doctor

Take these questions to your appointment. The ones you save are collected on the “My questions” page and stay on this device only.

I can’t keep up like everyone else in my first year.
Should I tell my classmates?
Can I live in student housing?
I want to change my subject.
Does this information replace medical advice?

My questions

12Sources

National Cancer Institute. Adolescents and Young Adults with Cancer
National Cancer Institute. Facing Forward: Life After Cancer Treatment
National Cancer Institute. Survivorship: the new normal
National Cancer Institute. Late Effects of Treatment for Childhood Cancer (PDQ®)
Children's Oncology Group. Long-Term Follow-Up Guidelines for Survivors of Childhood, Adolescent and Young Adult Cancers
National Cancer Institute (NCI). Follow-Up Medical Care
National Cancer Institute (NCI). Cancer Survivorship
Cancer.Net (ASCO). Follow-Up Care After Cancer Treatment
Leukemia & Lymphoma Society (LLS). Long-Term and Late Effects of Treatment
Cancer.Net (ASCO). Long-Term Side Effects of Cancer Treatment

Medical disclaimerThis information is for educational purposes only and does not replace medical advice.

Last updated: 14 October 2026← Back to the list

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