Parent perceptions of school-based support for students with traumatic brain injuries

Area of Science:

• Pediatric Neurosciences
• Educational Psychology
• Rehabilitation Medicine

Background:

• Traumatic brain injuries (TBIs) in children can lead to persistent academic, behavioral, and social challenges.
• Effective school-based support is crucial for the successful reintegration and recovery of students with TBI.
• Parental perceptions of school support are vital for understanding service gaps.

Purpose of the Study:

• To investigate parental beliefs regarding the adequacy of school-provided support for children who have sustained a TBI.
• To identify specific school services perceived as necessary versus those actually provided to students post-TBI.

Main Methods:

• A qualitative interview approach was used to gather parent perceptions.
• Sixty-six primary caregivers of school-aged children with TBI (within 2 years) were interviewed.
• Parents reported on needed vs. provided support, service accessibility, and satisfaction.

Main Results:

• Most parents did not perceive a need for school-based services, even for severe TBIs.
• While schedule adjustments were commonly granted, school-based counseling and behavioral support were rarely provided.
• Few students received the necessary academic, behavioral, or social support.

Conclusions:

• Parents perceived a significant deficit in school-based support for children with TBI.
• There is a critical need for enhanced collaboration between schools and healthcare providers to ensure adequate post-TBI services.
• Proactive measures are required from schools and hospitals to address the complex needs of students with TBI.