School professionals’ knowledge about pediatric traumatic brain injury: an international study

ABSTRACT

Objective

To determine Spanish-speaking school professionals’ level of knowledge and attitudes regarding pediatric TBI.

Methods

School professionals(n = 2,238) from 19 countries completed an online-survey regarding their training, knowledge and misconceptions, attitudes and perceptions about TBI.

Results

Of the full sample 75% (n = 1689) knew what TBI was, though only 18% (n = 350) reported having experience with a student with TBI. Only 7.7% (n = 143) and 3% (n = 55) of participants could identify all of the common short- and long-term TBI sequelae, respectively. Special education professionals, those with experience with a student with TBI, and those who had received training regarding TBI showed greater knowledge in these areas. Although participants showed high levels of knowledge in 6/24 misconceptions of TBI, they endorsed others. Group, sex, experience with students with TBI, training in TBI, and number of years working were significantly linked to some misconceptions about TBI; however, the effect sizes were small.

Conclusion

The knowledge and experience that Spanish-speaking school professionals have regarding childhood TBI are minimal. It is therefore critical that these professionals receive a more comprehensive education during their academic training and the practice of their profession about TBI.

KEYWORDS:

• Traumatic brain injury
• pediatric
• school professionals
• teachers
• Spanish-speaking

Acknowledgments

D. R-U. was supported by a predoctoral fellowship from the Basque Government (PRE_2019_1_0164).

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/02699052.2022.2145364

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.