Abstract
Background: The sequelae of acquired brain injury (ABI) - a brain insult after birth - is pervasive, often precluding survivors from resuming roles and contributing meaningfully to society. Among students, the impact of ABI on academic trajectory has been consistently documented, particularly in a school context. Tertiary students are not spared. Given the unique demands of higher learning, distinct challenges arise, requiring targeted support to facilitate academic success. Aim: I aimed to consolidate existing knowledge of experiences – including challenges and mitigating factors - of ABI survivors pursuing tertiary education. Furthermore, I sought to synthesize this with effective interventions and accommodations identified in promoting academic success among this student population. Methodological and geographical characteristics of existing research was analysed, to find gaps in current knowledge and guidelines for future research. Method: I adopted a narrative mixed method review design to consider all aspects of the described phenomena, whilst adhering to criteria outlined by the International Narrative Systematic Assessment (INSA) tool (La Torre et al., 2015). The scope of the literature search encompassed Taylor & Francis, SAGE Journals, EBSCO Host Journal and ERIC database, with articles selected on inclusion and exclusion criteria. Analysis of the final 30 articles revealed salient themes and findings expressed by descriptive statistics. Results: I identified 25 themes, 15 of which related to common experiences among tertiary students with at least one ABI of varying severity. Among articles proposing novel interventions to support these students, I uncovered 5 common themes. Finally, among articles that described the approach taken and accommodations offered by campus disability services, 4 common themes were identified. The majority of studies were conducted in USA (n=25), then Canada (n=3) and Australia (n=2). The preferred approach of these studies was quantitative (n=15), with qualitative close behind (n=12) and few opting for a mixed-method approach (n=3). Conclusion: The limited research in countries most burdened and leastequipped to facilitate academic success among university students with ABI, is highlighted. Existing knowledge is confined within higher income countries (HIC) who, despite the research done, lack an empirically sound approach to providing effective accommodations and interventions...
M.A. (Counselling Psychology)