School reintegration following hospitalization in rural communities.

School reentry following hospitalization is a critical transition period for children and adolescents. Despite the critical role that school professionals play in facilitating successful hospital-to-school transitions, their experiences in rural schools have been largely underexplored in the existing literature. Given how geographic isolation and limited resources can compound problems in rural communities, this study addressed a significant gap in the reentry literature. The study used a convergent parallel mixed-methods approach to examine how rural school staff experience the hospital-to-school reentry process, the services and supports they provide, and the challenges they face. An electronic questionnaire was developed which examined rural school staff members’ school reentry policies and services, perceptions of communication, and reentry training. The questionnaire was distributed to school professionals across one southwestern state of the United States (n = 166). Interviews were conducted with a purposive subsample of questionnaire participants (n = 11). Interviews addressed the experiences and challenges that school staff in rural school districts face when supporting students transitioning back to school following hospitalization. Results from the questionnaire indicate that use of a formal or informal reentry protocol enhances the provision of reentry supports. Furthermore, evidence provides preliminary support for the hypothesis that utilizing a transition liaison increases communication between stakeholders. Based on interviews, rural school staff experienced challenges communicating with hospitals, relied on families for information, and expressed a need for clearer protocols. Rural school personnel often must make do with limited community resources and minimal guidance. Although the rural setting presented unique barriers for returning students, school staff emphasized that their close-knit communities provided a strong support network for students and their families. The study provided stakeholder insights into the challenges and successes of hospital-to-school reentry in rural communities. Persistent systemic barriers (i.e., barriers to care access, limited training, and inconsistent communication) are identified. Implications for school staff, families, students, and care providers present suggestions and potential strategies to improve the transition process. Limitations and future directions are discussed.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2026

Author dc:creator

• Jennings, Cassie J. (Cassandra Jane), 1998-

Advisor dc:contributor.advisor

• Benson, Nicholas F.

• Reentry.
• Reintegration.
• Hospitalization.
• Transition.
• Rural.
• Mixed-methods.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/14022

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/14022