‘We’re not daft, we’re not stupid, we can still learn’ – the impact of informal science learning on wellbeing in acquired brain injury

Abstract

Science engagement centres offer interactive, hands-on experiences that foster curiosity and public engagement with science. This pilot study explores the integration of a UK science engagement centre, Oriel Science, into social prescribing for individuals with acquired brain injury (ABI). A ten-week structured intervention was delivered through science-based workshops. Quantitative wellbeing outcome measures were combined with qualitative reflections from participants, caregivers and academic presenters. Findings showed consistent improvements in wellbeing, with participants reporting enhanced cognitive engagement, motivation and social connection. The sessions provided a stimulating environment that helped participants reconnect with cognitive skills they felt had been lost after injury. Academic presenters also found the experience unexpectedly rewarding themselves, noting strong participant engagement and a renewed sense of purpose. This is the first study to link a science engagement centre with healthcare delivery, offering science-based social prescribing as part of ABI rehabilitation. Results highlight the potential of curiosity driven learning to support recovery, promote wellbeing and strengthen scientific literacy. The study underscores the role of universities in public engagement, particularly in an age where science communication and critical thinking are vital for societal resilience.