The Journal of school health · 2026
Improving Pain Literacy Among Future Educators: Contemporary Pain Neuroscience Education in Teacher Preparation.
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Curfman Sue E, Best William J, Harrison Diana A, Austin Gary P, Finch Darcie C
Аннотация
BACKGROUND: Persistent pain affects approximately one in five children and adolescents globally and is associated with school absenteeism, reduced academic engagement, psychosocial distress, and long-term health consequences. Schools are important settings for developing health beliefs and self-management behaviors, yet educators receive little formal preparation about pain.
CONTRIBUTIONS TO PRACTICE: This Practitioner's Perspective describes integration of a brief contemporary pain neuroscience education (CPNE) module into an undergraduate teacher preparation course. Two interactive sessions delivered by a physical therapist introduced pain as a protective nervous system output influenced by biological, psychological, and social factors. Participants demonstrated improved pain knowledge and beliefs, increased confidence discussing pain-related concepts, and greater appreciation for the relevance of pain literacy to educational practice.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Pain literacy may improve educator responses to student pain, reduce stigma, support appropriate participation, and promote equitable school environments. Physical therapists may be well positioned to collaborate with teachers, school nurses, counselors, coaches, and other school-based professionals.
CONCLUSIONS: Teacher preparation programs may represent an upstream opportunity to improve pain literacy, support student health and learning, and contribute to the prevention of persistent pain.
CONTRIBUTIONS TO PRACTICE: This Practitioner's Perspective describes integration of a brief contemporary pain neuroscience education (CPNE) module into an undergraduate teacher preparation course. Two interactive sessions delivered by a physical therapist introduced pain as a protective nervous system output influenced by biological, psychological, and social factors. Participants demonstrated improved pain knowledge and beliefs, increased confidence discussing pain-related concepts, and greater appreciation for the relevance of pain literacy to educational practice.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Pain literacy may improve educator responses to student pain, reduce stigma, support appropriate participation, and promote equitable school environments. Physical therapists may be well positioned to collaborate with teachers, school nurses, counselors, coaches, and other school-based professionals.
CONCLUSIONS: Teacher preparation programs may represent an upstream opportunity to improve pain literacy, support student health and learning, and contribute to the prevention of persistent pain.