The experiences of female classroom assistants supporting pupils with acquired brain injury: a longitudinal interpretative phenomenological analysis study

Participants were interviewed online at two time points, six months apart using semi-structured interviewing schedules. The research explored changes that occurred during this time in how CAs viewed their role in ABI rehabilitation, how the needs of the pupils they support change over time and how they adapt their practices in response to these changes.

Other outcomes of interest included insight into the professional supports available to CAs and the inclusion CAs have experienced in relation to the long-term planning and care required by pupils with ABI in education.<br><br>Four group experiential themes emerged from the analysis: i) Finding your bearings: Actively assessing, adapting and anticipating; ii) The Stand-in Parent: Emotionally investing in the pupil with ABI; iii) Models of support in school: A closed loop or a chain? and iv) Essential yet undefined: In search of a place within the system.