Abstract:
Acquired brain injury (ABI) is the leading cause of death and disability amongst children
and adolescents andpresents itself with challenges associated in cognitive, social,
emotional, and behavioural domains. These changes may interfere with academic
performance and social inclusion, influencing self-esteem and personal success. The
current study examined a subset of data to capture the sense of academic and social
belonging for students with ABI as a function of the classroom teachers’ subjective
perception of ability, their ABI knowledge, and student identification. Overall, a
discrepancy was found between educators’ subjective ratings of student performance and
students’ neurocognitive capacity. Educator knowledge and identification of ABI
influenced student success in academic and social domains independent of teaching
approach. This research has implications for the identification of ABI in the classroom
and related challenges students experience. Educators are underprepared for the
reintegration of students returning to school and lack appropriate knowledge and
strategies to accommodate individual needs.
