Citation

Hartman LR, Tibbles A, Paniccia A, Lindsay S. Glob. Qual. Nurs. Res. 2015; 2: e2333393615614307.

Affiliation

Rehabilitation Sciences Institute, University of Toronto, Toronto, Ontario, Canada.

Copyright

(Copyright © 2015, SAGE Publishing)

DOI

10.1177/2333393615614307

PMID

28462322

PMCID

PMC5342636

Abstract

Acquired brain injury (ABI) is one of the greatest causes of death and disability among children in Canada. Following ABI, children are required to transition back to school and adapt to the physical, cognitive, behavioral, social, and emotional demands of the school environment. We conducted a qualitative systematic review of students' and parents' experiences of the transition back to school following ABI. We identified 20 articles that met our inclusion criteria. Six themes emerged: (a) lack of ABI-specific education for families and professionals, (b) communication-related factors as a facilitator and/or barrier to transition, (c) emotional focus, (d) peer relationships, (e) supports, and (f) ABI sequelae in the classroom. Students' and families' personal motivations and abilities and the support they receive in their environment affect their experiences of transitioning back to school and the disrupted occupations they face.

Language: en

Keywords

adolescents; brain injury; children; disability; families; young adult; youth