Effect of School Services on Academic Performance After Traumatic Brain Injury in Hispanic and Non‐Hispanic Students

ABSTRACT 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