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Children with traumatic brain injury (TBI) need school accommodations. Return to school (RTS) programs vary in structure and location, impacting care for students with TBI.

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Area of Science:

  • Pediatric neurology
  • Educational psychology
  • Rehabilitation medicine

Background:

  • Children with traumatic brain injury (TBI) require specific accommodations for academic success upon returning to school.
  • Existing return to school (RTS) programs exhibit significant variability in structure and implementation.
  • The transition back to school after TBI is a critical phase impacting a child's learning and development.

Purpose of the Study:

  • To describe the variations in current return to school (RTS) programs for children following TBI.
  • To analyze the readiness of RTS programs for rigorous evaluation.
  • To characterize the types and locations of examined RTS programs.

Main Methods:

  • Modified evaluability assessment of RTS programs.
  • Secondary analysis to describe program types and locations.
  • Examination of program structure, access, and patient monitoring.

Main Results:

  • RTS programs differ in structure, accessibility, and patient monitoring.
  • Programs are situated in diverse settings including healthcare, schools, and state agencies.
  • Models of care vary significantly based on program location and organizational framework.

Conclusions:

  • Children with TBI benefit from healthcare assessment, follow-up, and parental involvement during RTS.
  • Care models are influenced by program location and organizational structure.
  • Further research and evaluation are essential to optimize care for students returning to school after TBI or concussion.