Résumé : Brain tumors are the most common solid tumor of childhood and leading cause of cancer-related death in children (Guerreiro Stucklin et al., 2018; Pollack & Jakacki, 2011). Over the past few decades, long-term survival rates of children diagnosed with brain tumors have improved substantially due to the advent of improved imaging and treatment techniques (Armstrong et al., 2010). However, childhood brain tumors and their treatment have a direct impact on the developing brain and on the quality of life of children and their families (Aarsen et al., 2006). Our main objective was to measure the cognitive outcomes of school-age childhood brain tumor survivors (CBTS) and to explore the potential impacts of several individual, tumor and treatment-related factors on cognitive functioning. Our second objective was to examine the evolution of cognitive performance over time and to address the “growing into deficit” phenomenon, which relates to potential cognitive late effects as well as the development of new deficits in the years following diagnosis and completion of cancer therapies. Our third objective was to investigate CBTS’ behavior starting from the parents and teachers’ perspectives.Our results showed that, when considered as a group, most children presented with normal cognitive functioning except for cognitive inhibition (study 1). An older age at the time of diagnosis was related to a better performance in several cognitive domains beyond intellectual functioning. Moreover, the performance of our group of CBTS remained relatively stable between the two cognitive evaluations and children even tended to improve rather than to decline over time (study 2). Finally, most children showed adequate functioning on various aspects of behavior according to their parents and teachers (study 3).Three main observations could be made when reviewing the main results of the three studies. The first observation was that our group of CBTS seemed to have a good overall functioning, both at the cognitive and behavioral levels. The second observation was that the outcomes of CBTS became systematically less favorable when they were investigated for each child separately, which highlights the need to take individual performance into account when assessing CBTS’ cognitive and behavioral functioning. The third observation was that behavioral difficulties appeared to be less numerous than cognitive difficulties in our group of CBTS.