Primary to secondary school transition of learners with traumatic brain injuries in the Cape metropolitan area: A learner perspective

Abstract

Aim: This study explores the lived experiences of adolescent learners with

Traumatic Brain Injuries (TBI) from a low to middle-income context when they transition from primary to secondary school. An understanding of the insider perspective of this school transition process sought to illuminate the factors that facilitate or hinder learners’ primary to secondary school transition.

Method: An interpretive phenomenological research design was used. Four participants were purposively selected. The data collection method included semi-structured face to face interviews. Data were analysed in- ductively using Burnard’s Framework. Four themes emanated from the data including: changes in functioning; personal resources; enabling external support structures and gaps in support structures.

Results: For learners with TBI, there are factors that facilitate a positive primary to secondary school transition including them drawing on per- sonal resources and the support that they receive from enabling external support structures. Barriers to the school transition following a TBI, include the changes in physical, mental, and social functions that impact on ado- lescents’ ability to fulfil their learner role as well as gaps in the provision of support within the multi systems within the learners’ environment.

Conclusion: Members of the multidisciplinary team, should adopt a learner- centred approach for interventions that seeks to prepare and support learners with TBI for their primary to secondary school transition. Planning the primary to secondary school transition should seek to prepare the learner, and those in the learners' context.