Tenth International Conference on Sport & Society

Abstract

Academic performance or classroom readjustment issues have been observed in students returning to school after a concussion. High school students who suffered a concussion have reported greater deficiencies in academic skills of note taking, completing homework, and studying. In addition, post-concussion students involved in higher levels of cognitive activity during school have shown longer recovery periods. The purpose of this research was to evaluate high school teachers and coaches on their knowledge of concussions and issues relating to the school environment. High school teachers and coaches were surveyed on their history of concussion training, awareness of national, state, or local policies, classroom observations, school accommodations, and concussion knowledge. Implications to this research have shown school personnel and teachers should be more knowledgeable about concussions and classroom management strategies. Gaps within the education system have exposed unmet needs for students with concussions such as a lack of school policy, academic accommodation barriers, and inconsistencies in communication channels. Teachers recognizing when concussion signs/symptoms are effecting the students learning potential will aid in providing earlier intervention. School personnel should prioritize courses when students return to school to decrease potential barriers to learning. Cognitive issues pertaining to difficulty concentrating, focusing, and remembering have been reported symptoms for concussions which can last several days to months. Therefore, the importance for schools to develop and implement a return to learn plan to reintegrate a post-concussion student back to school needs to be the foundation for academic support.