A Service User Perspective Informing the Role of Occupational Therapy in School Transition Practice for High School Learners with TBI: An African Perspective.
Lee-Ann Jacobs-Nzuzi Khuabi, Estelle Swart, Mogammad Shaheed Soeker
PMID 31467499WHAT IT FOUND
Most adolescents with TBI and their caregivers said school reentry was poorly prepared and poorly supported.
They wanted clear communication between health and school, practical accommodations, emotional support, accessible buildings, and timely funding.
Key findings
01Most learners reported no communication or formal process to prepare them for school reentry, and they felt unprepared.
02Participants described support needs that included therapy to relearn or learn new functions, effective communication, psychological support, adequate school resources, accessible and safe environments, and timely financial assistance.
03Participants reported that ordinary schools often lacked reasonable and effective learner accommodations, trained staff, accessible buildings, and supportive attitudes, which limited school participation.
STILL TO COME
How it was doneWhat they foundWhat it means for OTs
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What it does not show
The study did not test whether any support strategy improves school participation. The study population did not include adolescents with severe language and cognitive difficulties, so it may not capture learners with greater communication or thinking needs. The sample was small and purposive, so the findings cannot be generalized broadly. Participants did not vary much by rural or urban setting or culture, so contextual differences may be missing. The findings rely on participant reports, observations, and records, not objective outcome measures.
The easy way to misread this
Do not read these reported support needs as tested interventions that improve school participation. This was a small qualitative study of perspectives, so it describes what participants said they needed, not what worked.