Bromley, KiaraCote, LindsayHohfelder, EllieMyles, CameronWilliams, LexiSteinbarger, Kimberly2026-04-222026-04-16https://dspace.husson.edu/handle/20.500.14298/1093Background: Fatigue is a prevalent and debilitating symptom among individuals with chronic disease and is often resistant to conventional management strategies. Emerging evidence suggests that fatigue may share neurophysiological mechanisms with central sensitization and chronic pain. Pain neuroscience education (PNE), which targets central mechanisms through cognitive reframing and symptom reconceptualization, may represent a promising non-pharmacological intervention for centralized fatigue. Purpose: To determine whether an educational intervention grounded in pain neuroscience education and the concept of centralized fatigue can improve symptoms of fatigue and central sensitization in individuals with chronic disease. Methods: This prospective, single-group pre-post study was conducted over eight weeks. Participants completed baseline measures including the Chalder Fatigue Scale (CFS) and the Central Sensitization Inventory (CSI). Following baseline assessment, participants attended a one-hour virtual educational session addressing the neurophysiology of fatigue, central sensitization, and practical management strategies. Follow-up assessments were conducted at four weeks (qualitative check-in) and eight weeks (CFS and CSI re-administration). Repeated measures t-tests were used to compare baseline and eight-week scores. Results: Eight female participants completed the study. At eight weeks, there was a statistically significant reduction in CFS scores (p = 0.007) and CSI scores (p = 0.016). At four weeks, 44% of participants reported decreased fatigue, 33% reported no change, and 22% reported increased fatigue. Post hoc power analysis indicated low statistical power (0.09). Conclusion: Education based on pain neuroscience principles may reduce symptoms of fatigue and central sensitization in individuals with chronic disease. While findings are limited by small sample size and low power, results support further investigation of educational interventions as accessible, non-pharmacological strategies for managing centralized fatigue.en-USPoster