A UK-based survey exploring educators’ understanding of childhood acquired brain injury (ABI)

Dr Eleanor Bryant presented the findings of her research as outlined below at the International Paediatric Brain Injury Conference in Glasgow on 20th September 2024.

Approximately 40,000 children in the UK sustain an acquired brain injury - ABI - annually, often resulting in hidden cognitive, emotional and social challenges impacting learning and educational outcomes, and requiring enhanced support. Nevertheless, training gaps and poor educator understanding of childhood ABI are evidenced, and further research is required to explore educators’ perceptions of childhood ABI across a range of professional educational roles and settings in the UK. Greater attention should be paid to the type and motivation for undertaking training, as well as factors influencing perceptions of ABI. Additionally, whilst implementation of ABI policy is recommended, there has been limited examination of current school practices. This study aimed to understand what factors increased knowledge and confidence in supporting a child with ABI, along with an exploration of current policy implementation across the four UK nations.

METHOD
Educational professionals in UK schools were invited to participate in an online survey to explore their understanding and knowledge of ABI, experience of ABI in their role, training completed and policies/practices regarding childhood ABI. Following exclusions, a total sample of 235 educational professionals were included in the study, representing various roles e.g., Teachers = 23.8%, ALNCo/SENCO = 14.9% and Teaching assistants/Learning support assistant = 18.7% and educational settings e.g., Primary = 37.2%, Secondary = 33.3%, and College = 3%.

RESULTS
52.6% =111 participants had provided support to a child with ABI. Of these, 30.77% reported no training on ABI, indicating a significant training gap. This gap was more pronounced within general teaching roles 37.3% compared to SENCO/SEN teacher roles 23.8%. Self-directed learning 47% and hospital-staff provided training to support return to education 31.3% were most commonly reported amongst educators, largely driven by the need to support a child with ABI in school 79.3%. Independent sample t-tests revealed educators who had previously supported a child with ABI, held a primary educational role of SEN teacher/ SENCO, or had completed training, not only showed significantly higher levels of knowledge about childhood ABI but also reported higher confidence in supporting a child with ABI in their school. However, overall confidence levels were generally low amongst all educators. ABI policy implementation on reporting concussions 26.7% - 35.7% and admission questions 14.3% - 27.8% were low across all four UK nations. Qualitative analysis revealed policies tended to be general e.g., first aid policy, medical needs forms rather than ABI-specific.

CONCLUSIONS
Overall findings demonstrate a reactive rather than proactive approach to training, coupled with inadequate policy implementation. This underscores the need for more targeted policy implementation and training programmes to enhance support and recognition of ABI in UK schools .