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significant number will experience consequences from the injury, ranging from mild to severe,
that affect their educational experience” (Coutler and Jantz 2007, 84). The above is not a reason
to keep children with traumatic brain injuries out of school.

The effects of traumatic brain injury can cause physical, emotional, and mental strains on
a student. “When headaches occur at school, children and adolescents will report an inability to
focus or concentrate on tasks and extreme difficulty paying attention to teacher lectures,
instructions and directions; regardless of their interest in the topic” (Coutler and Jantz 2007, 84).
The inability to focus on work causes a severe gap in a child with traumatic brain injury’s social
development and a lack of academic success in the classroom. Without the appropriate social
development and academic resources they need, it is unrealistic to expect children with traumatic
brain injury to have proper social interactions or success with both their peers and teachers.
Strategies/Interventions

One strategy that children with traumatic brain injury struggle with is problem solving.
Children with traumatic brain injuries have an egocentric view of the world. A child with
traumatic brain injury struggles to focus on more than one concept; therefore, during a conflict,
they are unable to see past their point of view. “The focus of reintegration is on understanding
students’ needs, being flexible and creative in making decisions in regard to meeting these needs
and including the necessary academic and social support. Finally, it is critical to monitor and
modify interventions and programming over time and as needed” (Arroyos-Jurado and Savage
2008, 252).

Ongoing assessment and observation of students with traumatic brain injury are required
to develop and monitor effective interventions in the classroom. Class enrollment and
expectations should be based on students’ current, rather than previous, academic

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