Stakeholder Perspectives on the School Experiences of Students With Traumatic Brain Injury: The Effects of COVID‐19 Pandemic on Service Delivery

Background For students with traumatic brain injury (TBI), the COVID‐19 pandemic exacerbated challenges they were already experiencing at school. Methods This qualitative study employed focus groups and interviews with students, parents, school, and medical personnel to explore the school experience...

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Bibliographic Details
Published in:The Journal of school health 2023-05, Vol.93 (5), p.378-385
Main Authors: Unruh, Deanne, Gomez, Doug, Slocumb, Jody, McCart, Melissa, Davies, Susan, Haarbauer‐Krupa, Juliet, Glang, Ann
Format: Article
Language:English
Subjects:
Academic Accommodations (Disabilities)
accommodations
Barriers
Brain
Brain Injuries, Traumatic
Childrens health
concussion
COVID-19
COVID-19 - epidemiology
Distance learning
Educational Experience
Electronic Learning
Faculty Development
Focus Groups
Health behavior
Health care delivery
Health Personnel
Health problems
Humans
Identification
Incidence
Information Technology
Injuries
Learning
Medical referrals
Medical students
Mental Disorders
Mental Health
Pandemics
Parent Attitudes
Professional development
Qualitative Research
remote learning
Return to school
School Health Services
School Personnel
School Policy
school services
Screen time
Student Attitudes
Students
Students - psychology
Symptoms (Individual Disorders)
TBI
Teacher Attitudes
Teachers
Teaching Methods
Traumatic brain injury
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Summary:Background For students with traumatic brain injury (TBI), the COVID‐19 pandemic exacerbated challenges they were already experiencing at school. Methods This qualitative study employed focus groups and interviews with students, parents, school, and medical personnel to explore the school experiences of students with TBI. Thematic qualitative analyses were used. Results Key themes from the analysis include (a) incidence of brain injuries decreased; (b) screen time for students with TBI exacerbated symptoms; (c) COVID protocols at school made it difficult for educators to identify and provide accommodations for students with TBI; (d) COVID protocols at school could inadvertently exacerbate mental health difficulties after a TBI; and (e) COVID‐related logistics increased the time between an injury and return to school or return to play. Implications for School Health Policy, Practice, and Equity The results from this study suggest that professional development for teachers supporting students with TBI is needed, especially for online learning environments. Additionally, because mental/behavioral health concerns may arise for students with TBI in online learning environments, school health care providers can work with families to assess a student's mental health, making referrals to appropriate supports. Conclusions There is a significant need for professional development and school‐wide infrastructure supportive of students with TBI.
ISSN:0022-4391
1746-1561
DOI:10.1111/josh.13280