A – 50 Bridging Gaps in Brain Health Education: Neuropsychologists’ Role in Multidisciplinary ECHO Teams Supporting Rural Communities

Abstract Objective Professional development for school personnel in rural communities is often inconsistent, limiting access to key neuropsychological concepts tied to student functioning and positive health outcomes. Brain Works, an ongoing ECHO project, connects school personnel with expert providers via telehealth. This initiative demonstrates a role for neuropsychologists in encouraging healthy behaviors in schools through discussion of brain-related topics. Method The three-part ECHO series on childhood brain development was led by neuropsychologists and psychologists. Attendees completed pre-, post-, and one-month follow-up surveys, which gathered demographic data, prior experience, and desired skill development. The post-survey assessed satisfaction with the series on a Likert scale (1 = extremely dissatisfied, 5 = extremely satisfied). Results Across three sessions, 199, 172 and 150 participants, primarily school professionals working with elementary-aged students, joined virtually. Half reported prior knowledge of brain development, while 45% had no prior experience with Brain Works (n = 213). Post-session, 97% (n = 106) were satisfied with the content (M=4.56, SD=0.59), presenters (M=4.52, SD=0.65), and didactics (M=4.45, SD=0.63). Satisfaction with the neuropsychologist presenter was correlated with overall satisfaction (r=0.67, p< 0.001). Participants showed interest in topics like neurodevelopmental disorders, trauma and substance use. At one-month follow-up, 92% (n=50) reported applying Brain Works skills, and 54% noted a positive impact on student health. Conclusion Neuropsychologists are uniquely positioned to support rural school health professionals by improving brain-based knowledge and competencies. Ongoing efforts are needed to expand access and further explore neuropsychologists’ role in community-based education.