Provide social and emotional support
Suggestion for implementing the strategy ‘Traumatic brain injury (TBI): Support a return to learning and activity’
On this page:
On this page:
Current page section: Social and emotional support
Go to top of current page: Social and emotional support
Go to top of current page: Social and emotional support
Go to top of current page: Social and emotional support
Notice where support is needed
Notice where support is needed
Many symptoms can often be misinterpreted.
Instead, these symptoms are signals that a brain is still healing and needs a supportive environment to aid recovery.
- Behaviour changes triggered by minor events
- Reduced impulse control
- Frustration over not being able to do things they could do before
- Easily overwhelmed
- Reduced problem-solving skills
- Unaware of changes in ability
- Less able to read social cues
- Inflexible thinking
Demonstrate empathy
Demonstrate empathy
A student talks about the value of adults having empathy for his invisible injury.
No captions or transcript
Gently support participation
Gently support participation
Demonstrate understanding and compassion.
Sensitively support participation.
Provide both physical and emotional support.
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Source: Ministry of Education
Useful teaching strategies
Useful teaching strategies
Select teaching strategies to support the recovery of a child or young person with a traumatic brain injury.
Seek feedback on what’s helpful.
Adjust as needed.
- Maintain a daily routine as much as possible.
- Practise dry runs for unfamiliar situations.
- Provide more structure and fewer choices.
- Provide activities for unstructured times.
- Give directions slowly and support them with visual cues.
- Teach self advocacy skills and prompts, such as “Can you help me get started?”
- Focus on success – what the child or young person can do.
- Offer lunchtime buddy groups.
- Provide direct feedback on social skill development.
- Suggest and model alternative words and actions in situations that escalate. Avoid descriptions or explanations.
- Avoid time outs (the child or young person is not likely to independently regroup or calm down).
- Use social stories to help teach solutions or coping strategies for different situations.
Reflection questions
Reflection questions
- How could you reduce situations that may trigger anxiety? (Consider minimising changes in routine, cramped working spaces, noise, clutter, unstructured activity, frequent transitions).
- Where can you teach and include relaxation and coping strategies?
- What processes will you use to regularly check-in with the child or young person?
- How will you strengthen self-advocacy skills?
Useful resources
Useful resources
Changes: Behaviour, mood & personality
Read time: 3 min
This leaflet explains how damage to certain parts of the brain can change personality and behaviour and affect mood.
Publisher: Brain Injury NZ
Download PDF
BrainSTARS: Regulation of emotion
This is a list of practical strategies for teachers and parents supporting students with a brain injury.
Publisher: BrainLine
Next steps
More suggestions for implementing the strategy “Traumatic brain injury (TBI): Support a return to learning and activity”:
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Current page Social and emotional support
Return to the guide “Supporting learners with acquired brain injury”
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How to use this site
Guide to Index of the guide: Acquired brain injury and learning
Understand:
- Understand the basics about ABI
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