Bibliographic Details
| Title: |
Describing High School Stakeholders' Preferences for a Return‐to‐School Framework Following Concussion. |
| Authors: |
Shepherd, Heather A., Heming, Emily, Reed, Nick, Caron, Jeffrey G., Yeates, Keith O., Emery, Carolyn A. |
| Source: |
Journal of School Health. Jul2024, Vol. 94 Issue 7, p638-646. 9p. |
| Subjects: |
Re-entry students, Parents, Qualitative research, Academic accommodations, High school students, Interviewing, Content analysis, Health policy, Parent attitudes, Descriptive statistics, Thematic analysis, Sound recordings, Teachers, College teacher attitudes, Conceptual structures, Research methodology, Communication, Convalescence, Stakeholder analysis, Student attitudes, Health education, Social support, Data analysis software, Family support, Brain concussion, School health services |
| Geographic Terms: |
Alberta |
| Abstract: |
Background: Return to school supports are recommended to facilitate adolescents' re‐entry to school following a concussion. However, little is known as to what school stakeholders prefer for a return‐to‐school process. This study sought to describe the preferences of high school students, parents, and educators for a Return‐to‐School Framework for adolescents following a concussion. Methods: We conducted qualitative semi‐structured, 1‐on‐1 or group interviews with high school students (n = 6), parents (n = 5), and educators (n = 15) from Calgary, Canada. Interviews aimed to describe participants' preferences for a Return‐to‐School Framework for students following a concussion. Interviews were analyzed using conventional content analysis. Results: We organized the data into 4 main themes: (1) purpose of the Return‐to‐School Framework; (2) format and operation of the Return‐to‐School Framework; (3) communication about a student's concussion; and (4) necessity of concussion education for students and educators. Implications for School Health Policy, Practice, and Equity: A Return‐to‐School Framework following concussion should be developed in consultation with families, educators, and students and supports should be tailored to each student. Conclusions: Participants preferred a standardized and consistent Return‐to‐School Framework including ongoing communication between stakeholders as well as feasible and individualized school supports. [ABSTRACT FROM AUTHOR] |
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| Database: |
Psychology and Behavioral Sciences Collection |
