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Each year approximately 700,000 US children ages 0–19 years sustain a traumatic brain injury (TBI) requiring hospitalization or emergency treatment (Faul, Xu, Wald, & Coronado, 2010). The numbers across the world, including those with acquired brain injury (ABI), continue to grow (Hyder, Wunderlich, Puvanachandra, Gururaj, & Kobusingye, 2007; International Paediatric Brain Injury Society, 2016). The effects of pediatric TBI and ABI are pervasive, affecting every aspect of functioning—cognitive, behavioral, and social (Barlow et al., 2010; Boake et al., 2005; Chapman et al., 2010; Ganesalingam et al., 2011; Yeates, 2010; Zaloshnja, Miller, Langlois, & Selassie, 2008). Even mild injuries to the developing brain can result in persistent neural alterations and significantly affect social and educational functioning (Sesma, Slomine, Ding, McCarthy, & the Children’s Health After Trauma Study Group, 2008). It has been over 25 years since TBI was added as a special education eligibility category under the Individual with Disabilities Education Act (IDEA) in the USA. Since that time, there has been an increasing awareness of the needs of children with TBI when they return to school. A particular focus has been on students’ transition from hospital to school. This transition is a critical time for connecting students with services (Glang et al., 2008); creating

Have we made progress with educational services for students with TBI?