Educational Therapy in Paediatric Palliative Care: A Case Study of a Child with Complex and Life-Limiting Condition

Shania Saudah Yusof

doi:10.64663/aet.4

Authors

Shania Saudah Yusof Merlion Paediatric Therapy Clinic, Singapore https://orcid.org/0009-0009-7326-1694

DOI:

https://doi.org/10.64663/aet.4

Keywords:

Paediatric Palliative Care, Dignity-Centred Models of Care, Legacy-building, Complex and Life-limiting Condition, Educational Therapy

Abstract

Children with complex and life-limiting (CLLC) conditions require holistic care that supports not only symptom management but also their emotional, developmental, and relational well-being. Despite growing evidence on multidisciplinary approaches in pediatric palliative care (PPC), there is little focus in literature on specific role of educational therapy (EdTx). This paper explores how EdTx can contribute to dignity-centred palliative care through the case of a seven-year-old girl diagnosed with Mosaic Trisomy 13. Drawing on theories of emotional development and relational care, the case illustrates how educational therapy can enhance communication, agency, and legacy-building across home, school, and clinical settings. Educational therapists (ETs) are essential partners in co-creating meaning and preserving the identity of children with progressive decline in cognitive and physical functions. This case also offer practice-based insights into how educational therapy bridges psychosocial, developmental, and pedagogical dimensions of pediatric palliative care. The insights advocate for an integrative, relational approach that centres the child’s presence, voice, and dignity throughout the palliative care journey.

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