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.
Keywords: Hispanic; disability; injury control and prevention; rehabilitation; school services.
© 2019, American School Health Association.