Introduction Cancer is a critical health concern, and one of the main challenges of this disease is the fact that its prevalence among children has been increasing over the last five decades. However, despite the terrifying scope of this medical problem, there have been significant improvements in treating cancer over recent decades, so the level of recovery is increasing as well. For this reason, it is essential to be aware of the significant impact of cancer on children and their social activities so that it may be possible to obtain enough knowledge to help children reintegrate into society upon recovery (McLoone, Wakefield & Cohn 2013). At the same time, this knowledge is paramount to improve the emotional wellbeing of children with cancer so that they can be helped along in their recovery. Therefore, the main objective of the proposed research study is to find a relevant and accurate answer to the following research question: What is the connection between childhood cancer and the social activities of those living with this medical diagnosis? Based on the findings of past literature, the central assumption is as follows: Cancer is associated with significant changes in the social activities of children who are diagnosed with it due to a variety of psychological concerns, including self-esteem problems and a loss of motivation to be socially active. This assumption was reached after reviewing several sources on the impact of childhood cancer on those diagnosed with it. In general, the influence of cancer on children’s social activities can be viewed from different perspectives, such as their relationships with their peers, social inclusion, social support, and the overall role of communication between children with cancer and other people. While conducting the literature review, it was concluded that it is extremely challenging for children with cancer to communicate effectively with their peers. This fact holds true both before treatment and after recovery when these children return to their schools. The primary difficulty can be explained by the fact that peers commonly perceive cancer survivors differently compared to their perceptions before treatment. In most cases, children with cancer are isolated and rejected by their peers, and a common reaction to such children is negative (Pini, Hugh-Jones & Gardner 2012). Such attitudes result in the inability of children to reintegrate into their initial community, leading to significant challenges in social inclusion (McLoone, Wakefield & Cohn, 2013). In addition to the existing issues regarding their relationships with peers and social inclusion, problems also arise when it comes to the social support of those undergoing treatment. The main challenge is a lack of adequate social support not only due to the inability of children who have survived cancer to reintegrate into their communities but also as a result of people around them failing to understand the emotional needs of young cancer survivors who are often coping with loneliness and isolation (A’Bear 2014). More than that, peers are commonly rude, and teachers and social workers do not know how to address this problem, which results in a lack of social support. All in all, these challenges are connected to a general misunderstanding of the critical role of communication in helping childre