Benefits and barriers to return to education and relationship to quality of life for people living with spinal cord injury: Results of a mixed methods study

The Journal of Spinal Cord Medicine, 2025 · DOI: 10.1080/10790268.2023.2294520 · Published: January 1, 2024

Spinal Cord Injury Education Rehabilitation

Simple Explanation

This study investigates the challenges and support systems related to returning to education (RTE) after a spinal cord injury (SCI). It also explores how RTE impacts the quality of life (QOL) for individuals with SCI. The research involved interviews and surveys with 15 people with SCI who were participating in a Vocational Resource Facilitation (VRF) program. The study identified various barriers and facilitators that affect their ability to pursue educational goals. The study found that people who returned to education after SCI reported a better quality of life and were more likely to be employed. The VRF program played a significant role in helping individuals overcome obstacles and achieve their educational goals.

Study Duration

Not specified

Participants

15 people with SCI with RTE goals who received VRF services

Evidence Level

Not specified

Key Findings

1
Common barriers to RTE included physical and mental health issues, transportation difficulties, time constraints, inaccessible environments, financial limitations, lack of awareness about available resources, and experiences of discrimination.
2
Facilitators to RTE included the VRF program, social support from family and friends, financial assistance, virtual learning options, organizational support from schools and vocational agencies, and supportive policies like the ADA.
3
Individuals who returned to education after SCI reported a higher quality of life and were more likely to be employed, suggesting a positive correlation between education, well-being, and employability.

Research Summary

This mixed methods study explored the barriers and facilitators to return to education (RTE) for individuals with spinal cord injury (SCI), and the relationship between RTE and quality of life (QOL). The study found that physical and mental health, transportation, time, environmental barriers, finances, lack of knowledge, and discrimination were barriers to RTE. Facilitators included a Vocational Resource Facilitation (VRF) program, social and financial support, virtual learning, and policy constructs. People who RTE after SCI reported better QOL, less depressed mood, and were more likely to have returned to work, highlighting the potential benefits of RTE in improving overall well-being and vocational outcomes.

Practical Implications

Improve Transportation Access

Address transportation barriers through accessible community transportation research, driving rehabilitation programs, and financial assistance to enable independent driving.

Strengthen VRF Programs and Healthcare Integration

Expand Vocational Resource Facilitation (VRF) programs within rehabilitation hospitals, promote clinician knowledge of vocational resources, and integrate RTE/RTW discussions into treatment goals.

Expand Disability Policy Support

Extend Individuals with Disabilities Education Act (IDEA) benefits to individuals over 21 in post-secondary education and ensure equal disability discrimination protections across all educational levels.

Study Limitations

1
The sample was recruited from participants enrolled in the VRF program, who likely had fewer barriers than those who were not in the program.
2
The sample size of this pilot study was small and captured 60% of participants in the VRF program.
3
Although QOL results are not statistically significant due to the small sample size in this pilot study, qualitative data affirms that RTE offers many benefits on mood, self-perception and social integration.

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