Caregiver and student perspectives on school services for students with traumatic brain injury during the COVID-19 pandemic.
Cara Palusak, Libby Dart, Angela Ciccia and 2 others
PMID 39213105WHAT IT FOUND
Families described remote learning as often failing to deliver necessary accommodations, with teachers overlooking plans and students unable to engage with screens.
However, some found flexibility and self-pacing reduced anxiety and helped them manage symptoms and appointments better.
Key findings
01Service interruptions were common, with students losing accommodations because teachers were unaware of them or because IEP/504 plans could not be updated during closures.
02Remote delivery of therapy and education was often less effective due to increased screen time exacerbating symptoms like migraines and visual strain, and the inability to use specialized classroom technology.
03Some students and caregivers reported advantages to remote or hybrid learning, specifically the ability to self-pace, flexible scheduling for medical appointments, and reduced social anxiety.
STILL TO COME
How it was doneWhat they foundWhat it means for PTsWhat it means for OTsWhat it means for SLPs
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What it does not show
The study was qualitative and involved only 41 families, so findings cannot be generalized to all students with TBI. All participants were already enrolled in a formal return-to-school support program (BrainSTEPS) before the pandemic, which may not represent the experiences of students without such structured support. The study was conducted in one state (Pennsylvania), so regional variations in school policies and service delivery are not captured. Data was collected during the pandemic, so it reflects a specific, temporary period of disruption rather than long-term outcomes. Self-reported data from caregivers and students may be subject to recall bias or social desirability bias.
Declared interests
The study was supported by the Centers for Disease Control & Prevention. The authors declared no other financial or non-financial conflicts of interest.
The easy way to misread this
Do not assume that remote or hybrid learning is universally detrimental or beneficial for students with TBI. While many services were disrupted, some students experienced reduced anxiety and better symptom management through flexibility. Individual assessment is required to determine which mode of learning best supports each student's specific cognitive, physical, and social needs.
Summarised by AI from the full paper, without a clinician reviewing it. Check it against the source before it changes what you do. Read it on PubMed →