- TeachABI increased educators' ABI knowledge, classroom strategies, confidence and intentions to apply learning in practice.
- Educators linked new learning to prior personal and professional experience, emphasising reflection as valuable for applying strategies.
- Systemic and environmental barriers, such as classroom size, resources and family engagement, restrict application and signal need for ongoing professional development and supports.
Child Care Health Dev. 2026 Sep;52(5):e70349. doi: 10.1111/cch.70349.
ABSTRACT
BACKGROUND: Acquired brain injury (ABI) in childhood can lead to complex and lasting challenges that affect educational participation and outcomes. Despite the central role of educators in supporting students post-ABI in the classroom, educators receive little to no formal training pertaining to ABI.
OBJECTIVE: This study explored how educators understand and apply knowledge gained from TeachABI, a brief, virtual professional development module designed to enhance educator capacity to support students with ABI in school settings.
METHODS: Semistructured interviews were conducted with 29 educators in Ontario, Canada, following their completion of the TeachABI module. Data were analysed by two independent raters using directed content analysis guided by the theoretical domains framework to identify key categories related to knowledge acquisition, application and contextual influences.
RESULTS: Educators reported increased knowledge of ABI and classroom strategies, enhanced confidence and intentions to apply the material in practice. Educators connected new learning to prior personal and professional experiences, highlighting the value of reflection. Internal factors (e.g., perceived competence and motivation) and external factors (e.g., classroom size, school resources and family engagement) influenced the feasibility of applying strategies. Educators also expressed a desire for continued learning and access to additional ABI-related resources.
CONCLUSIONS: TeachABI is a promising tool for improving educator knowledge and preparedness to support students with ABI in the classroom. However, systemic and environmental barriers may impact educators’ ability to apply knowledge and strategies learned in the classroom environment. Findings underscore the need for ongoing professional development and structural supports to facilitate inclusive education for students with ABI.
PMID:42754333 | DOI:10.1111/cch.70349
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