Knowledge and experience of in-service, secondary and post-secondary teachers on mild traumatic brain injuries: return to learning in the classroom

Abstract

Mild traumatic brain injuries (mTBI) are becoming more prevalent in adolescents. As these injuries can occur during the school year, returning to school and learning can prove to be difficult for some individuals. As each mTBI affects individuals differently, teachers need to be prepared to use a variety of different strategies and have sufficient knowledge of both the injury and accommodations/strategies to assist the student in returning to learn. I examined what knowledge, strategies, experience, and training in-service, secondary and post-secondary teachers have pertaining to the issue of mild traumatic brain injuries and returning to learning. An online survey was used to collect data responses related to mTBI, symptoms, strategies, etc., to see what teachers knew and what they want to know more about pertaining to the issue of mTBIs. The results from this study showed that current secondary and post-secondary teachers have some, but not extensive knowledge, and fewer than expected educators have received training in the area of mTBIs. These findings suggest that there are knowledge gaps in both mild traumatic injuries themselves and working with them, and that to fill these gaps and instill confidence in educators assisting students post mTBI, mandatory training should be implemented.