Dr Lisa Russell at the University of Newcastle is leading a £100,000 research project, funded by Ruby’s ‘Live Kindly, Live Loudly’ Fund (CCLG). The study aims to identify key interactions between super-enhancers and proto-oncogenes that drive T-cell acute lymphoblastic leukaemia.
Lillie Killick was 14 years old when diagnosed with leukaemia in 2010. Now 27, she tells us how some of the support she received after treatment helped to inspire her career choices
Sarah Davis' daughter Emma was diagnosed with acute lymphoblastic leukaemia (ALL) as a 12-year-old. She writes about the support the family received and the progress Emma has made since finishing treatment
Jake Andrade was first diagnosed with leukaemia as a 13-year-old, before relapsing aged 19. Now 21, he tells us about the goals he set to help him through his second treatment and recovery, and how he has published a book to help other young people with cancer
Defining the molecular landscape of paediatric and adolescent acute leukaemia in Tanzania
Louise Graham is a clinical specialist paediatric physiotherapist at The Great North Children’s Hospital. She tells us about how she created a physical activity pathway to help children and young people (CYP) with acute lymphoblastic leukaemia (ALL) stay active, and how she hopes to develop this to support all CYP with cancer.
Raysa Farah’s son, S’aad, was diagnosed with leukaemia aged two. Here, she explains how her and S’aad’s experiences during his treatment inspired her to write a children’s book, empowering both her and other young children with cancer.
Caroline Cleaver is a proton beam liaison nurse at Manchester Children’s Hospital and CCLG member, whose twin sister was diagnosed with leukaemia when they were 19 years old. She tells us how this inspired her career in children’s cancer nursing and what helps her build relationships with patients and families under her care.
Naomi Duxbury’s daughter, Mia, was aged four when diagnosed with B-cell acute lymphoblastic leukaemia in September 2021. Here, she tells us about the importance of working closely with Mia’s school to create a safe, supportive and ‘normal’ learning environment for her.
