Parent management of the school reintegration needs of children and youth following moderate or severe traumatic brain injury

Abstract

Purpose School reintegration following children’s traumatic brain injury (TBI) is still poorly understood from families’ perspectives. We aimed to understand how both unique and common experiences during children’s school reintegration were explained by parents to influence the family. Methods Data came from an investigation using descriptive phenomenology (2005–2007) to understand parents’ experiences in the first 5 years following children’s moderate to severe TBI. Parents (N = 42 from 37 families in the United States) participated in two 90-minute interviews (first M = 15 months; second M = 27 months). Two investigators independently coded parents’ discussions of school reintegration using content analysis to understand the unique and common factors that parents perceived affected the family. Results Parents’ school negotiation themes included: 1) legal versus moral basis for helping the child; 2) inappropriate state and local services that did not consider needs specific to TBI; and, 3) involvement in planning, implementing, and evaluating the child’s education plan. Parents perceived that coordinated and collaboration leadership with school personnel lessened families’ workload. Families who home-schooled had unique challenges. Conclusions School reintegration can add to family workload by changing roles and relationships, and by adding to parents’ perceived stress in managing of the child’s condition.

Establishing Consensus for Essential Elements in Returning to Learn Following a Concussion

“…Current Return to Learn research cautions against returning students to too much cognitive exertion too quickly 25 . However, this does not mean students should remain at home for extended periods of time because school absence for any reason can have deleterious effects 25‐27 . The consensus results align with literature suggesting that Return to Learn must be individualized and exact recovery cannot be pre‐determined.…”

Examining a Statewide Educational Consulting Program for Pediatric Brain Injury

“…In prior studies, both parents and students report that support from teachers, increased knowledge among educators, and understanding the need for and importance of educational modifications, are critical for educational success following ABI. 22–24 Echoing these needs, our study observed that the largest proportion of BrainSTEPS team members’ time was dedicated to in-school activities, including consultation with and training of school personnel regarding educational modifications and communication with school personnel. These data may reflect limitations in the preservice and in-service knowledge and skills of educators regarding needs of students with ABI.…”

“…Families require effective and extensive communication regarding educational activities and developing comprehensive plans for school reintegration and success. 24, 29, 30 A unique opportunity exists for professionals, such as BrainSTEPS team members, to work with families to identify areas of academic concern with the goal of facilitating effective collaboration within the educational system.…”

Effect of School Services on Academic Performance After Traumatic Brain Injury in Hispanic and Non‐Hispanic Students

“…Initiating a parent‐school partnership to develop the best transition to school for a child with a TBI can be difficult. It requires a receptive school environment and a parent who recognizes her/his child's needs and is knowledgeable about the school system and its resources . However, this is not the case for the majority of Hispanic parents.…”