Abstract
The aim of this study was to clarify the commonality and diversity of school adaptation processes in children with acquired brain injury. The experiences of five parents were analyzed using a qualitative research method:the Trajectory Equifinality Approach. As a result, a new concept of “conflict over adjustment” and three Bifurcation Points in the process of returning to school for children with acquired brain injury were generated. The adaptation to school is a transitional point goal, and the concept of adaptation is a fluctuating state that included parents’ conflicts. The role of the occupational therapist is to provide long-term support for problem-solving in the participation of the child and parents in community life, while considering future life stage changes.
