@article{ref1,
title="The student journey: living and learning following traumatic brain injury",
journal="Brain injury",
year="2021",
author="Olver, Professor John and Douglas, Professor Jacinta and Mealings, Margaret",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="Primary objective: In this research we set out to gain further understanding of the experiences of students participating in secondary and tertiary education following  TBI: exploring academic and non-academic factors, as well as changes in experiences  over time. <br><br>METHODS and procedures: A longitudinal, qualitative investigation was  completed. 12 students (17-32 years) completed up to three in-depth interviews over  a period of 4-15 months, capturing atotal of 30 time points. Data were analyzed  using grounded theory methods. Main outcomes and results: Students' participation  experiences were unique and varied with different timelines and outcomes, however  they shared many similar critical points. We interpreted their experiences as a  student journey traveling through four significant landscapes, &quot;Choosing to study&quot;,  &quot;Studying&quot;, &quot;Deciding what to do&quot;, &quot;Making the next step.&quot; Journeys involved complex  processes of living and learning. Moving along the pathway was not always smooth or  straightforward. <br><br>CONCLUSIONS: Students' experiences of returning to study following  TBI can be interpreted as a complex journey of living and learning. Four important  stages of the journey provide clinicians and educators with landscape features that  can provide a structure for exploring supports to address both academic and  non-academic factors to assist students in their study journey.<p /> <p>Language: en</p>",
language="en",
issn="0269-9052",
doi="10.1080/02699052.2020.1863466",
url="http://dx.doi.org/10.1080/02699052.2020.1863466"
}