ArticleChild: care, health and development2026
Examining Educators' Understanding and Application of Learnings From an Online Brain Injury Professional Development Module-TeachABI.
Article in Child: care, health and development, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundAcquired 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.
objectiveThis 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.
methodsSemistructured 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.
resultsEducators 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.
conclusionsTeachABI 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.
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