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Reflexive thematic analysis of interviews with postprimary educators' experience and attitudes toward concussion.

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Title: Reflexive thematic analysis of interviews with postprimary educators' experience and attitudes toward concussion.
Authors: Conaghan, Caomhan (AUTHOR), Daly, Ed (AUTHOR), Ryan, Lisa (AUTHOR)
Source: Psychology in the Schools. Sep2024, Vol. 61 Issue 9, p3714-3727. 14p.
Subjects: Educators' attitudes, Career development, Secondary school teachers, High school teachers, Teachers, Teacher development
Abstract: Concussions from sport and recreational activities can negatively impact academic performance in adolescents. This study aims to use reflexive thematic analysis to understand the knowledge, management, and education of concussion among Irish postprimary educators. A cross‐sectional study that involved semistructured interviews with 18 secondary school teachers was conducted. Interviews were recorded and transcribed in preparation for a reflexive thematic analysis process according to research conducted by Braun and Clarke. A total of 664 data items were coded which led to the development of 5 themes (i.e., teacher's background experience, consequences of concussion, concussion in school, educating educators, and existing standards) and 22 subthemes. The implementation of concussion education initiatives for improving student safety, injury management, and recovery through mandatory teacher‐continued professional development should be explored. Teachers' knowledge of concussion is influenced by personal experiences, with safer attitudes observed in those who have witnessed or experienced concussions. The role of the Year Head in concussion management should be explored with a focus on communication pathways and dissemination of materials. Protocols for medical emergencies and academic adjustments for concussed students should be made readily available to secondary school teachers. Practitioner points: There is an immediate need for structured concussion education and concussion recognition protocols in the Irish secondary school system.Concussion education in the Irish secondary schools system requires coordinating within each individual school to disseminate concussion management policies.Secondary school teachers have a broad knowledge of concussion with a better understanding toward concussion if they have experienced a concussion themselves. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Reflexive thematic analysis of interviews with postprimary educators' experience and attitudes toward concussion.
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  Data: <searchLink fieldCode="DE" term="%22Educators'+attitudes%22">Educators' attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+school+teachers%22">Secondary school teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+school+teachers%22">High school teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink>
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  Data: Concussions from sport and recreational activities can negatively impact academic performance in adolescents. This study aims to use reflexive thematic analysis to understand the knowledge, management, and education of concussion among Irish postprimary educators. A cross‐sectional study that involved semistructured interviews with 18 secondary school teachers was conducted. Interviews were recorded and transcribed in preparation for a reflexive thematic analysis process according to research conducted by Braun and Clarke. A total of 664 data items were coded which led to the development of 5 themes (i.e., teacher's background experience, consequences of concussion, concussion in school, educating educators, and existing standards) and 22 subthemes. The implementation of concussion education initiatives for improving student safety, injury management, and recovery through mandatory teacher‐continued professional development should be explored. Teachers' knowledge of concussion is influenced by personal experiences, with safer attitudes observed in those who have witnessed or experienced concussions. The role of the Year Head in concussion management should be explored with a focus on communication pathways and dissemination of materials. Protocols for medical emergencies and academic adjustments for concussed students should be made readily available to secondary school teachers. Practitioner points: There is an immediate need for structured concussion education and concussion recognition protocols in the Irish secondary school system.Concussion education in the Irish secondary schools system requires coordinating within each individual school to disseminate concussion management policies.Secondary school teachers have a broad knowledge of concussion with a better understanding toward concussion if they have experienced a concussion themselves. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/pits.23257
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        Text: English
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      – SubjectFull: Secondary school teachers
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            – D: 01
              M: 09
              Text: Sep2024
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              Y: 2024
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