Effective follow-up care is crucial for children recovering from brain injuries, yet many families
face significant challenges in accessing this care. A recent scoping review by Lundine et al.
(2022) sheds light on the key factors affecting follow-up care and offers insights into how the
system can be improved.
Identifying factors that influence follow-up care can significantly enhance how medical and
rehabilitative services are delivered to children with brain injuries. Understanding these factors
can help in developing strategies to ensure families receive the care needed for the child's
recovery.
The review highlights several barriers and facilitators impacting follow-up care such as
scheduling issues, wait time, limited resources, understanding discharge directions,
communication issues and family’s prior knowledge about brain injury. Families often struggle
with setting up appointments due to difficulties in scheduling, conflicts, or forgetfulness. Long
wait times or not scheduling the first follow-up appointment promptly can deter families.
Families with lower socioeconomic status may lack the necessary resources (e.g., health
insurance, transportation, finances, etc.) to attend appointments. When families find discharge
instructions unclear or overwhelming, they are less likely to follow them. Difficulties in
communicating with the child's school can hinder the implementation of recommendations.
Families who are more knowledgeable about ABI and express greater concern for their child's
injury tend to follow recommendations more closely.
Educators play an important role in supporting families by addressing these barriers and
facilitating better wrap around care. Educators should understand the obstacles families face and
help put in tailored accommodations into place for the student. It is also important for teachers to
ask pertinent questions, manage information, and coordinate with medical and rehabilitative
professionals. Keeping in touch with families about appointments and services outside the school
setting can create a collaborative relationship when it comes to student care. By recognizing and
addressing these factors, educators can help improve access to follow-up care, meet more of the
families' needs, and ultimately enhance outcomes for children with brain injury.
Reference
Lundine, J. P., Ciccia, A. H., Koterba, C., & Guernon, A. (2022). Factors that influence follow-
up care for families of children with acquired brain injury: a scoping review. Brain injury,
36(4), 469-478. DOI: 10.1080/02699052.2022.2051741
