Returning to mainstream schooling after an Acquired brain injury
Research type
Research Study
Full title
An exploration of the barriers and facilitators to school belonging for children returning to mainstream education after an acquired brain injury
IRAS ID
316955
Contact name
Maura Barber
Contact email
Sponsor organisation
Tavistock and Portman NHS Trust
Duration of Study in the UK
0 years, 9 months, 9 days
Research summary
Childhood acquired brain injury (ABI) is ranked by the World Health Organisation as the leading cause of disability in children world-wide. Due to medical advances, more children and young people (CYP) are surviving severe ABIs and returning to mainstream schooling (Leonardi et al., 2012). It is estimated that currently over 2000 children in the UK each year return to education after a severe ABI (UK All-Party Parliamentary Group, 2018). For many of these children, school becomes their main rehabilitation centre. Therefore, it is imperative that educators and professionals understand these CYPs needs and can engage in inclusive practices, using a systemic approach, to promote successful return to school.
While there is existing literature from clinical research to identify the cognitive outcomes of ABI, less is known about socio-emotional considerations. This is significant given that there is a growing awareness of children’s social, emotional and mental health needs, and the recognised impact that these have on both educational and life chances. In particular, social connectedness and school belonging has been shown to be fundamental to our psychological and physical wellbeing (e.g. Baumeister & Leary, 1995). This research aims to take a taking a systemic approach to explore how children experience a sense of belonging when returning to school after an ABI. The ttwo research question this study will address are:
1. What are the barriers and facilitators to school belonging when returning to mainstream school after an ABI?
2. How can educators and related professionals effectively promote school belonging for CYP returning to school after sustaining an ABI?Given the identified importance of taking a systemic approach to support CYP with ABI (Brunsden, Kiemle & Mullin, 2015), this research aims to bring together the different views of CYP, their parents/carers and teaching staff in an in-depth case study.
REC name
London - Camden & Kings Cross Research Ethics Committee
REC reference
22/LO/0722
Date of REC Opinion
3 Apr 2023
REC opinion
Further Information Favourable Opinion