Developing a model of return to school: A Traumatic Brain Injury Model Systems study

Area of Science:

• Neuroscience
• Rehabilitation Medicine
• Educational Psychology

Background:

• Moderate to severe brain injuries often impact cognitive functions essential for academic and vocational success.
• Re-engagement in education or employment is a primary recovery goal for individuals with brain injuries.
• Existing return-to-work (RTW) models offer a framework for developing return-to-school (RTS) strategies.

Purpose of the Study:

• To adapt a return-to-work (RTW) model for predicting return to school (RTS) in students with moderate to severe brain injuries.
• To identify key factors influencing successful academic re-engagement one year post-injury.
• To investigate the applicability of RTW predictors in a student population.

Main Methods:

• Utilized data from the Traumatic Brain Injury Model Systems National Database (N=158).
• Analyzed predictors including post-traumatic amnesia (PTA), length of stay (LOS), Disability Rating Scale (DRS) discharge scores, pre-injury learning limitations, and educational level.
• Employed logistic regression to determine factors associated with RTS one year post-injury.

Main Results:

• The overall return to school (RTS) rate was 62% in the studied sample.
• Lower Disability Rating Scale (DRS) discharge scores were significantly associated with successful RTS.
• Pre-injury enrollment in high school was a strong positive predictor of RTS.

Conclusions:

• Findings provide partial support for translating return-to-work (RTW) factors to a student (RTS) context.
• Highlights potential conceptual differences between returning to work and returning to school after brain injury.
• Recommends increased outreach and awareness of disability services for college students to improve future RTS rates.