The consequences of traumatic brain injury from the classroom to the courtroom: understanding pathways through structural equation modelling

Betony  Clasby; Matthew Bennett; Nathan Hughes; Emma Hodges; Hannah  Meadham; Darren  Hinder; Huw Williams; Avril Mewse

doi:10.1080/09638288.2019.1635214

The consequences of traumatic brain injury from the classroom to the courtroom: understanding pathways through structural equation modelling

Betony Clasby, Matthew Bennett, Nathan Hughes, Emma Hodges, Hannah Meadham , Darren Hinder, Huw Williams, Avril Mewse

Research output: Contribution to journal › Article › peer-review

2 Citations (Scopus)

287 Downloads (Pure)

Abstract

Purpose: Paediatric traumatic brain injury (TBI) can have resultant ongoing significant impairments which can impact life outcomes. The primary aim of this research was to explore whether TBI contributes to the relationship between poor educational outcomes and offending trajectories.

Materials and methods: Through analysis of a dataset consisting of self-reported health, educational, and offending histories of 70 incarcerated young males, structural equation modelling was used to explore the mediation of educational outcomes and patterns in offending behaviour by chronic symptoms following TBI.

Results: Symptoms related to TBI significantly mediated the relationship between decreased educational attainment and more frequent convictions. It did not mediate any relationships involving age at first conviction.

Conclusions: Traumatic brain injury appears to have more influence over frequency of offending patterns than age at first conviction. However, TBI remains a pervasive factor in both higher rates of offending and poorer educational attainment. In order to tackle this effect on adverse social outcomes, greater attention to the impact of TBI is required in education and criminal justice systems.

• IMPLICATIONS FOR REHABILITATION

• Highlights traumatic brain injury as a contributory factor in some education to offending pathways, suggesting that greater focus on rehabilitation within the education and criminal justice systems is required.

• Reinforces that greater understanding of educational pathways post-injury is needed to better facilitate rehabilitation within the school system.

Original language	English
Pages (from-to)	2412-2421
Journal	Disability and Rehabilitation
Volume	42
Issue number	17
Early online date	7 Jul 2019
DOIs	https://doi.org/10.1080/09638288.2019.1635214
Publication status	Published - 13 Aug 2020

Keywords

Brain Injuries
post-concussion syndrome
Educational Status
Schools
Crime
Criminals
educational status
schools
criminals
crime
Brain injuries

ASJC Scopus subject areas

Rehabilitation

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1080/09638288.2019.1635214Licence: None: All rights reserved

Betony_Clasby_et_al_The_consequences_of_traumatic_brain_injury_from_the_classroom_to_the_courtroom_Disability_and_Rehabilitation_2019
This is an Accepted Manuscript of an article published by Taylor & Francis in Disability and Rehabilitation on 07/07/2019 available online: http://www.tandfonline.com/10.1080/09638288.2019.1635214
Accepted author manuscript, 438 KBLicence: None: All rights reserved

Cite this

Clasby, B., Bennett, M., Hughes, N., Hodges, E., Meadham , H., Hinder, D., Williams, H., & Mewse, A. (2020). The consequences of traumatic brain injury from the classroom to the courtroom: understanding pathways through structural equation modelling. Disability and Rehabilitation, 42(17), 2412-2421. Advance online publication. https://doi.org/10.1080/09638288.2019.1635214

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abstract = "Purpose: Paediatric traumatic brain injury (TBI) can have resultant ongoing significant impairments which can impact life outcomes. The primary aim of this research was to explore whether TBI contributes to the relationship between poor educational outcomes and offending trajectories. Materials and methods: Through analysis of a dataset consisting of self-reported health, educational, and offending histories of 70 incarcerated young males, structural equation modelling was used to explore the mediation of educational outcomes and patterns in offending behaviour by chronic symptoms following TBI. Results: Symptoms related to TBI significantly mediated the relationship between decreased educational attainment and more frequent convictions. It did not mediate any relationships involving age at first conviction. Conclusions: Traumatic brain injury appears to have more influence over frequency of offending patterns than age at first conviction. However, TBI remains a pervasive factor in both higher rates of offending and poorer educational attainment. In order to tackle this effect on adverse social outcomes, greater attention to the impact of TBI is required in education and criminal justice systems.• IMPLICATIONS FOR REHABILITATION • Highlights traumatic brain injury as a contributory factor in some education to offending pathways, suggesting that greater focus on rehabilitation within the education and criminal justice systems is required.• Reinforces that greater understanding of educational pathways post-injury is needed to better facilitate rehabilitation within the school system.",

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The consequences of traumatic brain injury from the classroom to the courtroom: understanding pathways through structural equation modelling

Abstract

Keywords

ASJC Scopus subject areas

UN SDGs

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