Childhood oncological diseases represent a highly sensitive and under-researched area in education, particularly within the context of special educational needs. The Czech Republic ranks 7th in Europe in cancer incidence among children aged 0–14 years, yet there is a significant lack of data on the barriers and facilitators affecting education during and after treatment. Students undergoing compulsory education often face unique challenges, including the variability of disease trajectories, demanding treatment regimens, and long-term consequences such as sensory and neurocognitive deficits. These factors place them at heightened risk of educational exclusion, academic underachievement, and broader social marginalization. Between 1990 and 2020, an average of 200 children aged 5–14 with oncological diseases attended Czech primary schools annually.

This study employed an electronic survey to evaluate teacher awareness and preparedness for educating students with oncological diseases. The survey was distributed to 240 schools, targeting 354 teachers, of whom 91 responded (n = 91). Among the respondents, 24 teachers (26%) had prior experience with such students (PsZ), while 67 (74%) had no previous experience (PbZ).

The study investigated teachers’ perceptions of the issue’s significance, access to relevant information, availability of interdisciplinary collaboration, key educational challenges, and their professional needs. It also analyzed the relationship between prior experience and self-assessed levels of awareness and preparedness. Despite the rarity of such cases, teachers across both groups acknowledged the importance of the issue. Teachers with prior experience reported higher levels of awareness and preparedness, often linked to participation in relevant training.

Critical challenges identified included emotional demands, collaboration with families, and logistical difficulties in organizing instruction. Teachers with experience highlighted health variability as the primary obstacle to implementing educational adaptations and frequently observed challenges in students such as emotional distress, reduced concentration, reintegration difficulties, fatigue, and slower psychomotor responses. While teachers with experience rated school support more positively, both groups emphasized the need for additional training and resources.

Recommendations:
Comprehensive Training: Design targeted programs to enhance teacher preparedness.
Online Resource Hub: Develop a multidisciplinary platform offering medical, legal, psychological, and educational resources.
Mentorship and Best Practices: Establish systems for sharing successful strategies among educators.
Flexible Teaching Guidelines: Provide detailed, adaptable frameworks for addressing health-related variability.
Enhanced Collaboration: Strengthen communication between schools, families, and interdisciplinary teams.
Implementing these measures will help reduce the risks of educational and social exclusion for students with oncological diseases, promoting inclusive educational practices in the CZ.

Conclusion:
Students with oncological diseases require specialized educational support to navigate their unique challenges. Although prior experience and training improve teacher preparedness, significant gaps remain. Investing in professional development, mentorship, and interdisciplinary collaboration is essential to ensure the successful inclusion and academic achievement of these students.

Keywords: Childhood cancer, oncological diseases, special educational needs, teacher preparedness, inclusive education, interdisciplinary collaboration, educational barriers, Czech Republic, school reintegration, teacher training.