Preferred Name
Madison McGuire
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
ORCID
https://orcid.org/0009-0009-3924-3708
Date of Graduation
5-14-2026
Semester of Graduation
Spring
Degree Name
Master of Arts (MA)
Department
Department of Psychology
First Advisor
Cara Meixner
Second Advisor
Cynthia O'Donoghue
Third Advisor
Joseph LeBlanc
Abstract
Traumatic brain injury (TBI) in children and adolescents can result in lasting cognitive, emotional, and behavioral challenges that disrupt academic success. Successful school reintegration requires coordinated support from school staff, students, and families, with personnel providing academic accommodations, monitoring progress, and supporting social-emotional adjustment. Despite TBI being recognized under the Individuals with Disabilities Education Act (IDEA), many school professionals lack the training needed to effectively support these students, increasing the risk of recovery setbacks. This study examines school-based professionals’ perspectives on current reintegration practices to inform future policy and intervention efforts in schools. Participants included athletic trainers, school counselors, school nurses, and school psychologists. Using a mixed-methods survey design, quantitative data were analyzed using descriptive statistics, while qualitative data underwent a Thematic Analysis approach. Results suggest broad support for structured reintegration and frequent use of Virginia’s Return to Learn (RTL) and Return to Play (RTP) components, yet significant variability exists in knowledge, implementation consistency, and cross-team coordination across professional roles and school environments. Despite the efforts made in increasing awareness of brain injury management in school, stronger prioritization in implementing interdisciplinary collaboration and consistent adherence to RTL/RTP protocols are needed to ensure all students receive the necessary support to reintegrate back into school.
Included in
Counseling Psychology Commons, Other Psychology Commons, Public Health Commons, Rehabilitation and Therapy Commons, School Psychology Commons
