Peer-reviewed article
Improving Pain Literacy Among Future Educators: Contemporary Pain Neuroscience Education in Teacher Preparation.
Curfman SE, Best WJ, Harrison DA, Austin GP, Finch DC ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This paper describes an educational intervention that introduced contemporary pain neuroscience to future teachers through two interactive sessions delivered by a physical therapist. Teachers showed improved knowledge about pain, greater confidence discussing pain concepts, and recognized pain literacy as relevant to their work. The authors argue that preparing educators about pain could reduce school absenteeism, improve student wellbeing, and create more equitable school environments. The work suggests teacher preparation programs are an important place to address pain literacy among children and adolescents.
Key points
- Persistent pain affects approximately one in five children and adolescents globally and is associated with school absenteeism and reduced academic engagement
- Two interactive sessions on contemporary pain neuroscience were integrated into an undergraduate teacher preparation course
- Participants demonstrated improved pain knowledge and beliefs after the intervention
- Teachers showed increased confidence discussing pain-related concepts
- Pain literacy among educators may improve responses to student pain and reduce stigma in schools
Limitations
The document does not provide quantitative data on the extent of improvement or comparison with a control group. No follow-up data is presented on whether improved teacher knowledge actually translates to better student outcomes in practice.
Abstract
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.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Integration of a brief contemporary pain neuroscience education (CPNE) module into an undergraduate teacher preparation course, delivered through two interactive sessions by a physical therapist covering pain as a protective nervous system output influenced by biological, psychological, and social f
- Population
- Undergraduate students in a teacher preparation program
Key finding
Participants demonstrated improved pain knowledge following the intervention