P2.044: Nurturing Every Child’s Educational Potential, in Sickness and in Health: Inpatient Developmental/Educational Supplemental Support and Preprofessional Training Program

Background: Children and youth with special health care needs (CYSHCN) often have problems with school performance, reduced attention/concentration, poor motivation, absenteeism, high dropout rates and behavioral challenges. Children with intellectual and developmental disabilities have higher rates of co-existing medical conditions, often requiring greater intensity of medical care. Prolonged and/or recurrent hospitalization compounds these challenges. Teacher preparation (coursework and field experiences) to support this student population is minimal, despite significant cumulative risks to education, health, and mental health. Importantly, school engagement has been shown to be a critical resilience factor, buffering some effects of chronic adverse childhood experiences.

Project Description: This program providing direct supplemental individualized developmental and educational support services to patients birth to 8 years experiencing prolonged hospitalization (weeks to years), launched in 2023 at a large children's hospital in partnership with 2 local partnering universities. Direct services are delivered by senior undergraduate college interns who are supervised by faculty in Child Development/Family Studies or Education/Special Education (the latter added in 2025). Families are engaged in sessions with their children when possible. The program has been funded to date by a local community foundation, federal training grants, in-kind institutional support, and philanthropic donations, with ongoing efforts toward continued sustainability. Interns receive a stipend and course credit. Research is in planning phase (IRB exemption in place).

Discussion: This work significantly expands direct developmental and educational support for inpatients and trains the early childhood and kindergarten-3rd grade education workforce. In a unique training model, program interns complete clinical experiences and didactic content over one semester, learning alongside trainees and their respective faculty in a variety of fields to provide expert holistic care. The program expands the workforce by equipping students with knowledge and skills to work with children with special health and learning needs.

Pediatrics and Medicine-Pediatrics resident physicians and medical students on elective observe program operations during their Developmental Pediatrics rotation. Pediatric trainees interact with educational professionals and students to understand patient learning needs and education systems. Pediatric residents partner with faculty on scholarly projects. Residents are champions to their medical teams in advocating for direct services for their inpatients.

Conclusion: Though CYSHCN and those who experience prolonged and/or recurrent hospitalization have additional risks for poorer outcomes for their learning, this innovative direct service and training program attempts to address some of the modifiable components that will help children thrive even when they require substantial medical care. Training for future early childhood, educational, and health care professionals expands and better equips the future workforce to serve CYSHCN and their families. Integration of developmental and educational supports within the hospital setting improves awareness of child and family needs across fields and specialties and allows opportunities for interprofessional advocacy and collaboration.