School experiences following traumatic brain injury: A longitudinal qualitative study

Area of Science:

• Pediatric Neurology
• Educational Psychology
• Rehabilitation Medicine

Background:

• Longitudinal qualitative study tracking students with traumatic brain injury (TBI) from hospital discharge through their return to school.
• Follow-up period averaged four years of schooling for participants.

Purpose of the Study:

• To investigate the educational experiences of students with TBI and their parents.
• To identify challenges and successes within the school system after a TBI.

Main Methods:

• Qualitative interviews with parents and educators of 21 students with TBI.
• Classroom observations of students with TBI.
• Open-ended interview questions to gather in-depth experiences.

Main Results:

• Identified three key themes: lack of year-to-year student tracking, insufficient educator training on TBI, and divergent views between parents and educators on student needs.
• These factors contributed to significant parent frustration, leading to conflict and strained parent-educator relationships.

Conclusions:

• Enhanced educator training is crucial for addressing identified challenges and potentially mitigating parent frustration.
• Improving support systems and communication can positively impact the educational journey of students with TBI.