Stakeholder Perspectives on the School Experiences of Students With Traumatic Brain Injury: The Effects of COVID-19 Pandemic on Service Delivery
Journal of School Health
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.
John Wiley & Sons
COVID-19; TBI; concussion; remote learning; school services; accommodations
United States Center for Disease Control and Prevention. Grant Number: RFA-CE-19-003
Unruh, Deanne; Gomez, Doug; Slocumb, Jody; McCart, Melissa; Davies, Susan C.; Haarbauer-Krupa, Juliet; and Glang, Ann, "Stakeholder Perspectives on the School Experiences of Students With Traumatic Brain Injury: The Effects of COVID-19 Pandemic on Service Delivery" (2022). Counselor Education and Human Services Faculty Publications. 95.