Parent-Reported Academic Outcomes After a Mild Traumatic Brain Injury in the Pediatric Population

Area of Science:

• Pediatric neurology
• Neuroscience
• Educational psychology

Background:

• Millions of children experience traumatic brain injuries (TBI) annually, with mild TBI (mTBI) being most common.
• The impact of mTBI on children's academic performance is a critical area of concern.
• This study focuses on parent-reported academic outcomes in school-aged children following mTBI.

Purpose of the Study:

• To investigate the impact of mTBI on parent-reported academic outcomes in school-aged children.
• To differentiate outcomes between complicated mTBI (c-mTBI) and uncomplicated mTBI.
• To explore the role of academic accommodations in academic performance post-mTBI.

Main Methods:

• A cross-sectional survey design was employed.
• Parents of 285 children reported on academic performance (letter grades) and accommodation status before and after mTBI.
• Complicated mTBI (c-mTBI) was defined as mTBI with radiographic abnormality.

Main Results:

• A significant decline in parent-reported letter grades was observed following c-mTBI (p < .001).
• No significant academic changes were found after uncomplicated mTBIs.
• Children without prior academic accommodations showed grade decreases post-injury, irrespective of post-injury accommodations (p < .05).
• Recovery degree and duration correlated with academic grade changes (p < .05).

Conclusions:

• Children with c-mTBI are at higher risk for adverse academic outcomes.
• The findings highlight the need for enhanced support systems for children recovering from mTBI.
• Improved communication between healthcare and school teams is recommended to support school nurses.