As a teacher at a major Manhattan hospital, Katie Garfield instructs K–12 students while they receive treatment for cancer and blood diseases including sickle-cell anemia.

Where do you work?

I work at a hospital clinic, where my students are oncology and hematology patients. They come for treatments at the clinic.

For how long do you typically teach a student?

Oh, for years. The sickle-cell kids, that’s a lifelong disease, so they’re here until they age out. With cancer, it’s two-plus years of treatment and then maintenance. You get to know the kids very well.

Is it emotionally difficult to work with students who are sick?

It can be. There are sad and happy days.

When is it happiest?

When a student finishes treatment. The other day I had a 2nd-grade student who was done after two and a half years. We had a big celebration. Or when a student goes to college. I make sure my students know college is in their future. One of my students couldn’t go to a school building because he has leukemia; he got his GED. We studied every day for months, and he’s now in CUNY.

Do you typically teach students one-on-one?

Usually, but I like to do small groups, too. We do interactive activities, especially with the younger ones. Thanks to a grant from the Jack Martin Fund, I have materials including a microscope, owl pellets for dissection and an interactive globe. I like the socialization in small groups, which makes it feel like “real school.” They’re looking at each other’s IVs and saying “Oh, I have that, too!” They feel that someone can relate to them.

How is school here different from in a school building?

The one-on-one attention. The social anxiety and pressures of a classroom are removed. They don’t feel embarrassed to ask a question or worry about who’s looking at them or what they’re wearing. They can relax.

Things often don’t go as planned because health is unpredictable. If their blood counts are low and they need an infusion, the students will be here longer than planned so I’ll adjust my lesson. If their pain level is high and they’re unable to do a lesson, I’ll help in any way I can. I’ll listen to them, or I’ll just read them a story and tell them I’m here.

What’s the most challenging part of your job?

To see the kids in pain when they’re not doing well.

Does schoolwork help with that?

Definitely. Especially when I find something special for them to do. I’ll go in with whatever they’re interested in — sports or the arts. One 3rd-grader said to me, “I want to learn about Teslas. They’re so cool!” We got on the computer and pulled up some articles. He asked questions, and I asked questions. How long does a charge last? How many cameras does it have? How do you unlock the door without a key? It’s a good distraction.

What is parent engagement like as a hospital schools program teacher?

We’re very involved with parents and siblings. Parents really appreciate the support. I’m not the one giving them bad news or giving their child medical treatments that might be painful or stressful, so they feel relief. They think, “This is good, this is normal, this is hopeful. My child is getting back to their life.”

What’s a misconception about hospital schools?

That it’s sad. There are bad days, don’t get me wrong. But there are amazing doctors and support here. The students get better, and you see that. You see their hair grow back; you see them getting strong. You see them getting back to their lives.

When they’re sick, you provide normalcy. Even if their prognosis is poor, I’m still giving them school. They can’t go to that baseball game or that party on Saturday night, but you know what? Their peers are learning about the American Revolution, and they can, too.

—As told to Hannah Brown