Journal CME March 2025, Student concussion symptoms and tailored accommodations during use of a return to learn program in 13 public high schools-PM R - 2024 - Philipson - Student concussion symptoms and tailored accommodations during use of a return to learn program

PM R - 2024 - Philipson - Student concussion symptoms and tailored accommodations during use of a return to learn program

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The article examines a "Return to Learn" (RTL) program implemented in 13 public high schools to accommodate students with concussion symptoms. Conducted during the 2021–2022 academic year, the study involved 62 students who were diagnosed with concussions and reported symptoms to school staff. The RTL program includes weekly check-ins by a designated "RTL champion" to evaluate symptoms and provide tailored academic accommodations. <br /><br />Key findings include:<br />- Most students exhibited a large variety of symptoms; commonly reported ones included headaches, drowsiness, and concentration difficulties.<br />- Accommodations typically lasted for two weeks, although 25.8% of the students needed them for three to four weeks.<br />- Students requiring longer accommodations reported more severe symptoms initially.<br />- The program facilitated an average of 11 accommodations per student, aligning them to the symptom domains (physical, cognitive, sleep, emotional).<br /><br />The study emphasizes the severe impact concussion symptoms can have on academic performance and the necessity of providing appropriate support through tailored accommodations. The findings suggest that implementing RTL programs helps high schools to effectively address and manage students' needs post-concussion, potentially improving academic and recovery outcomes. The results also highlight the importance of systematic communication between medical professionals and educators, tracking of student progress, and outcome measures to evaluate intervention effectiveness. <br /><br />Furthermore, the study suggests that school-based RTL programs could help predict which students might need more prolonged support, ensuring timely and adequate care. This approach could also serve to standardize concussion management across schools, addressing disparities in support and resources. Additionally, there is an indication of the unmet mental health needs in schools, particularly concerning emotional symptoms. The study, backed by the Centers for Disease Control and Prevention, underscores the importance of a structured intervention to counteract the underreporting and undertreatment of concussions in youth.

Keywords

Return to Learn

concussion symptoms

academic accommodations

high schools

RTL champion

student progress

mental health needs

Centers for Disease Control and Prevention

systematic communication

intervention effectiveness