ORCID
Melissa McCart, https://orcid.org/0000-0001-5818-7611; Deanne Unruh, https://orcid.org/0000-0002-4766-706X; Patricia K. Reyna, https://orcid.org/0000-0002-1804-9035; Jody Slocumb, https://orcid.org/0000-0002-1978-2028; Douglas Gomez, https://orcid.org/0000-0003-3437-1793; Ann E. Glang, https://orcid.org/0000-0002-3057-1977
Abstract
Each year, 1.1–1.9 million children and adolescents in the United States experience a concussion or mild traumatic brain injury (TBI), and many return to school (RTS) with symptoms disrupting learning and well-being. Although effective RTS care requires coordinated support, implementation remains inconsistent across the United States. This study explored how one RTS program, the Central Oregon TBI (COR-TBI) model, was established and sustained over time. Using a deductive qualitative design guided by the National Implementation Research Network framework, we interviewed nine key organizers and coded data using leadership, competency, and organization drivers. Five themes emerged: (a) leadership-driven awareness and communication; (b) cross-disciplinary TBI champions; (c) partnerships, collaboration, and funding; (d) ongoing training and coaching; and (e) fidelity of implementation. Findings offered an implementation blueprint for schools and districts seeking sustainable RTS programs.
Included in
Accessibility Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Educational Psychology Commons, Education Policy Commons, Elementary and Middle and Secondary Education Administration Commons, Health Policy Commons, Policy Design, Analysis, and Evaluation Commons, School Psychology Commons
