Supporting Kids and Youth with Brain Injuries to Smoothly Transit Back to Academic Settings

Worldwide, there is an increasing number of children with acquired brain injury (ABI) and traumatic brain injury (TBI). In the US alone, annually some 700,000 children in the age group below 19 years sustain TBI requiring emergency treatment or hospitalization. Both ABI and TBI affect every facet of the child’s functioning including social, behavioral and cognitive. These children face noticeable challenges while transitioning back to school or college. They face issues with understanding their educator and getting on with their missed lessons.

A recent issue of NeuroRehabilitation published the work of leading scientists addressing the aforementioned issue. That is, they have identified how professionals can help such children and youth in smoothly transiting back to academic settings.

They state that the educational setting is a vital contributor to pediatric brain injury rehabilitation. For, it as a natural environment where academic, behavioral social needs of the TBI students are met. The researchers found that the use of self-regulation strategies while transitioning into or back to academic settings were helpful. These helped them develop strong inter- and intra-reliability, which is the lacking factor in brain injured children. Self-regulation was also found to be linked with persistence, academic achievement, and the ability to achieve goals.

The researchers conclude that professionals need to work with TBI students to identify the self-regulation strategies that work for them. They state that currently big gaps are observed in identifying practices and policies that have been proved to improve the performance of TBI students. And so, more research has to be directed in this regard to come up with effective TBI support services that would enable systematic transition of the affected group into academic settings.

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