Individualised approach —options— online, face-to-face, one-to-one, groups

Themed educational sessions on aspects of ABI impact, ‘how to’ guides e.g., Education Health Care Plan, where to go for help, looking after yourself, what to expect, what could happen

Understand triggers for seeking help and how with different options— website, charities, nurse specialist/case manager, clinic

Impairment related management strategies e.g., fatigue

Teacher education re: ABI and impact for return to school and ongoing education e.g., fatigue, cognitive impairments

Peer training e.g., ‘ABI Ambassadors’ in schools, school to school support

Link schools to sources of training and support e.g., charities, local authority and community health training teams

‘Friends don’t understand’ C—YP peer awareness sessions

Professional education days

Educate primary care —so General Practitioners know where to go for help

Family fun/support days

Social opportunities for CYP and siblings —shared activities

Parent support groups (options — local, online, face-to-face, individual, group, therapeutic)

Peer support/networks (health/education/social care/charity)

Regional ‘hub’ —website —co-develop with parents

Information for parents, professionals, schools

Information/signposting to sources of support e.g., charities, local authority services, SENCOs etc.

Idea sharing — e.g, accessible activities – families able to add to

Videos/quotes from other parents

Educational sections — see education/training theme

Timing of accessing information —need to be able to access when need it, even years after

Financial support —eg, help with benefits

Support with return to school (eg, case manager)

Point of contact and know who can help e.g., specialist nurse/case manager/charities

1:1 support to access activities (for CYP) e.g., support worker

‘Disability passport’ — individualised working document —needs and strategies

Routine check-ups for CYP and parent —4/8 weeks, 3/6/9/12 months with team (prevent getting lost)

Re-access options —need ways back in when need it

Goal setting —reviews and encouragement

Need for a plan —it’s complex and need to reduce delays

Multi-disciplinary team meetings to share information and signpost to support

Special Educational Needs (SEN) Team involvement/Special Educational Needs Register

‘Reasonable adjustments’. e.g., phased return, small groups, reduced timetable

Support with Education Health Care Plan process (see Communication)

Importance of time with friends — restoring friendships

CYP voiced wanting to be ‘treated as equal’

MDT meetings -—importance of communication and early planning including SEN Team

Social media —educational links/signposting to charities/accessible activities

Central point of access/contact — case manager/key worker role

Website — easy to find information —all in one place

Multi-agency meetings involving parents regarding return to school and transitions

Signposting — professional responsibility to signpost/safety net parents/resources for professionals

Recognition of needs and that going back to school is hard

Strategies to support — CYP know plan, small groups, phased

Support from parents, siblings, school staff, peers

Independence is important (CYP)

Sports and activities — restrictions because of diagnosis but need to ‘focus on what can do’ (CYP)

Need help to set goals and encouragement to follow them (CYP)

Individualised approach —options important (1:1, peers, online, informal groups)

Access to counselling — flexible timing e.g., in hospital, may not be ready until years after

Post traumatic stress disorder support

Targeted support for different family members

CYP support — emotional strategies — how to cope (CYP)

Sibling support —flexible timing

Family support worker (charity provided)