Teacher training to support children with childhood brain tumours in school settings: a scoping review of available programmes, barriers, and implementation factors

This scoping review protocol aims to identify and map existing teacher training programmes, educational resources, and implementation factors for supporting children with childhood brain tumours within school settings, drawing on the broader literature on acquired brain injury (ABI). Children with brain tumours commonly experience long-term cognitive, physical, and psychosocial challenges that can affect their educational participation and development. Although teachers are central to supporting these students, they often report limited knowledge, confidence, and training in addressing complex neurocognitive needs. Existing training initiatives appear fragmented and are largely focused on ABI more broadly, with limited attention to the specific and evolving needs of children with brain tumours. The review will be conducted in accordance with Joanna Briggs Institute (JBI) methodology. A comprehensive search will be undertaken across MEDLINE, CINAHL, PsycINFO, ERIC, and Scopus, alongside relevant grey literature sources. Studies will be screened independently by two reviewers, with data charted and synthesised using descriptive and thematic approaches. Implementation factors, including barriers, enablers, feasibility, and acceptability, will be examined. The findings will map the current evidence base, identify gaps in teacher training and implementation, and inform the development of a tailored training intervention to support educational participation for children with brain tumours in Ireland.