二次脳震盪後の生徒を対象としたバディプログラムの実現可能性、受容性、および適切性に関する教育者の見解

Heather A Shepherd^1,2, Hayley Bobye-Magnusson³, Ruth Cavanagh⁴

¹Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, Canada.

The Journal of school health

|January 27, 2026

要旨

Background:

Students want support from their peers to help them at school while they recover from concussion. Educators are responsible for implementing school-based programs, including peer support. We explored educators' perspectives of implementing a novel peer support program "Buddy Program" for students post-concussion.

Methods:

We conducted a mixed-methods feasibility case study to explore the feasibility, acceptability, and appropriateness of the Buddy Program.

Results:

Thirty-two educators at two independent secondary schools completed the survey and seven educators participated in a follow-up interview. The Buddy Program was perceived to be feasible, appropriate, and acceptable to implement at school. Educators shared that access to social support and opportunities for student leadership, school culture and readiness, and considerations for adopting the Buddy Program affected program implementation.

Implications For School Health Policy, Practice, And Equity:

The Buddy Program is a feasible avenue for providing social and academic support to students following a concussion. The implementation of the Buddy Program can be considered for schools as part of a holistic approach to concussion management.

Conclusions:

The Buddy Program aligns with school values and may be an avenue to support students returning to school following a concussion.

キーワード:

青年脳震盪ピアサポート学校ベースのプログラミングソーシャルサポート

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