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Effect of School Services on Academic Performance After Traumatic Brain Injury in Hispanic and Non‐Hispanic Students
Author(s) -
Jimenez Nathalia,
Virtue Alyssa,
Segar Karen,
Stoep Ann Vander,
Rivara Frederick P.
Publication year - 2019
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/josh.12776
Subject(s) - receipt , medicine , logistic regression , confidence interval , traumatic brain injury , gerontology , clinical psychology , psychology , psychiatry , world wide web , computer science
BACKGROUND School reintegration after traumatic brain injuries (TBI) requires school support; however, implementation of services is complex. This study evaluates disparities in receipt of school services for Hispanic children and its effect on academic performance. METHODS Secondary analyses of school data on receipt of pre‐ and post‐TBI school services. A logistic regression compared receipt of services between Hispanic and non‐Hispanic white (NHW) children, and a linear regression evaluated services' effect on academic performance. RESULTS The study includes 419 children; 46 Hispanic, 373 NHW. For NHW children there were no differences in receipt of pre‐ and post‐TBI services; Hispanic children had significant increase in receipt of services from 5% to 27% (p < .001). Compared to NHWs, Hispanics had lower grade point average (GPA) at baseline (2.3 [confidence interval, CI: 1.9‐2.7] vs 2.9 [CI: 2.8‐3.0]). No differences in GPA were found between groups after injury among students who received post‐TBI services. CONCLUSIONS Students who receive post‐TBI school services benefit academically. NHW students maintain their academic performance and Hispanics increase their performance to their NHW peers' level. This highlights the importance of providing post‐TBI school services to ensure better outcomes for all children.