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Chapter 6 - Educating a ‘New Me’ after an Acquired Brain Injury

Published online by Cambridge University Press:  24 March 2022

By
Emily Bennett ,
Suzanna Watson  and
Gemma Costello
Edited by
Katie Finning ,
Tamsin Ford  and
Darren A. Moore
Katie Finning
Affiliation:
University of Exeter
Tamsin Ford
Affiliation:
University of Exeter
Darren A. Moore
Affiliation:
University of Exeter
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Summary

In this chapter we describe the challenges faced by young people who experience an acquired injury to the brain, and explore how this can impact on attendance and engagement with education. The chapter aims to support teachers and other professionals to better understand acquired brain injury (ABI) and the ways in which this sudden, and often evolving, change in needs can affect a child’s education. In the first part of the chapter, we consider the practical challenges to school attendance in the early stages after ABI, and the individual impact on neuropsychological functioning. We go on to describe wider factors within the family, school and educational system that can affect attendance. The second part of this chapter addresses the support needed by young people to make it feasible for them to attend and participate in school life as normally, and successfully, as possible after an ABI. We are enthusiastic about the crucial role played by schools in a child’s rehabilitation after a brain injury, and share practical ideas and principles for maximising their recovery, reintegration and attendance.

Keywords

Acquired brain injury (ABI)school attendancetransitionpathwayneurorehabilitationrehabilitationformulationintervention
Type
Chapter
Information
Mental Health and Attendance at School , pp. 106 - 129
Publisher: Cambridge University Press
Print publication year: 2022

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