Childhood acquired brain injury (ABI) is associated with poorer life outcomes. Increasing numbers of children and young people are surviving severe brain injury and returning to mainstream schools with multiple impairments. It is widely acknowledged that for these children, their school becomes by default their rehabilitation centre. International studies of this transition and a recent UK government report criticize educators' inconsistent implementation of support strategies, lack of educator training and poor communication between clinicians, educators, child and family. The educators' perspectives of the return-to-school are, however, not well represented in the literature. This study therefore explored the experiences of educators in the UK (N = 10) who had recently facilitated a return-to-school of a child with ABI aged 8–12 (N = 5) using semi-structured interviews analysed by data-driven thematic analysis. The findings highlight common experiences: a continuum of intensive problem-solving with heavy reliance on the Special Educational Needs Coordinator; educators valuing collaboration with clinical specialists in context over general ‘training’; uncertainty over the validity of implementing support strategies from prior teaching experience; uncertainty about how to support the child's emotional needs; and frustration with UK statutory processes for Special Educational Needs and Disabilities. Recommendations are made for changes to practice and future research.

中文翻译：

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在英国获得性脑损伤后重返学校——教育者的观点

儿童获得性脑损伤 (ABI) 与较差的生活结果相关。越来越多的儿童和年轻人在严重脑损伤后幸存下来，并带着多种障碍重返主流学校。众所周知，对于这些孩子来说，他们的学校默认成为他们的康复中心。对这种转变的国际研究和英国政府最近的一份报告批评教育者实施支持策略的不一致、缺乏教育者培训以及临床医生、教育者、儿童和家庭之间的沟通不畅。然而，教育工作者对返校的看法并没有在文献中得到很好的体现。因此，本研究探索了英国教育工作者（N = 10）的经验，他们最近使用数据驱动分析的半结构化访谈促进了 8-12 岁 ABI 儿童（N = 5）重返学校。专题分析。调查结果突出了共同的经验：高度依赖特殊教育需求协调员的密集解决问题的连续过程；教育者重视与临床专家在一般“培训”方面的合作；从先前的教学经验中实施支持策略的有效性的不确定性；不确定如何支持孩子的情感需求；对英国特殊教育需要和残疾的法定程序感到沮丧。对实践和未来研究的改变提出了建议。