Academic Accommodations for Middle and High School Students Following a Concussion: Perspectives of Teachers and School Administrators

Attention-Deficit/Hyperactivity Disorder as a Predictor of Prolonged Functional Recovery From Sports-Related Concussion in High School Athletes

CONTEXT

Attention-deficit/hyperactivity disorder (ADHD) has been speculated to prolong concussion recovery; however, the evidence regarding concussion recovery for individuals with ADHD is limited.

OBJECTIVE

To examine the concussion recovery time based on ADHD status, sex, and age.

DESIGN

Cross-sectional study.

SETTING

High school.

PATIENTS OR OTHER PARTICIPANTS

Nine hundred and thirty-five (female: n = 382, 40.1%) concussions, including 78 (female: n = 13, 20.0%) self-identified ADHD data, were analyzed.

MAIN OUTCOME MEASURE(S)

A Poisson regression was used to estimate the return-to-learn and return-to-sport recovery outcomes with 3 predicting variables: ADHD status, sex, and age.

RESULTS

The mean return-to-learn days of the ADHD and non-ADHD groups were 12.86 ± 10.89 (median = 11.0; interquartile range [IQR] = 8.0; 7.0-15.25) and 1.43 ± 8.39 (median = 9.0; IQR = 9.0; 6.0-14.0), respectively. The mean return-to-sport days of the ADHD and non-ADHD groups were 20.82 ± 15.25 days (median = 17.0; IQR = 9.0; 12.0-21.0) and 18.03 ± 11.42 days (median = 15.0; IQR = 10.0; 11.0-21.0), respectively. For return-to-learn, ADHD status (risk ratio [RR] = 1.16; 95% confidence interval [95% CI]: 1.08, 1.24; P < .001) and female sex (RR = 1.13; 95% CI: 1.08, 1.17; P < .001) were significant variables for longer recovery, whereas age was not (RR = 0.995; 95% CI: 0.98, 1.01; P = .056). For return to sport, ADHD status (RR = 1.17; 95% CI: 1.12, 1.23; P < .001), female sex (RR = 1.07; 95% CI: 1.04, 1.11; P < .001), and younger age (RR = 0.98; 95% CI: 0.96, 0.99; P < .001) were all significant variables for longer recovery.

CONCLUSIONS

Health care providers must be aware of the elevated risk of prolonged concussion recovery among high school athletes with ADHD.

Description of School Outcomes Among Children With Traumatic Brain Injuries, Centers for Disease Control and Prevention's National Concussion Surveillance System Pilot

BACKGROUND

Traumatic brain injury (TBI) is a common injury in children. Though research on youth TBI has largely focused on high school students, this study describes selected school outcomes after TBI in the past 12 months among children aged 5-17 years.

METHODS

Data from parent-proxy respondents from the pilot administration of the National Concussion Surveillance System (a random-digit-dial telephone survey with over 10,000 adult respondents) were examined. Descriptive statistics of demographic and injury characteristics of children who sustained a TBI were calculated. The association between TBI signs/symptoms and selected school outcomes were determined by multinomial logistic regressions.

RESULTS

Among the 3557 children sampled via parent-proxy-reporting, 9.9% sustained a TBI in the past year. Changes in sleep or being more tired than usual, trouble concentrating, sensitivity to light or noise, and difficulty learning or remembering new things were associated with a greater risk of worse school outcomes following a TBI.

IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY

To promote a positive return to learn (RTL) experience among children following TBI, school districts may prioritize accommodations (e.g., breaks in learning, extra time for assignments) and implement existing ascending levels of academic support where warranted.

CONCLUSION

These findings may inform stakeholders seeking to enhance RTL and provide needed support or services for school-aged children who sustain a TBI.

Parent-Reported Academic Outcomes After a Mild Traumatic Brain Injury in the Pediatric Population

BACKGROUND

Millions of children are diagnosed with a traumatic brain injury (TBI) each year, most being mild TBI (mTBI). The effect of mTBIs on academic performance is of significant importance. We investigate mTBI's impact on parent-reported academic outcomes in school-aged pediatric participants.

METHODS

This cross-sectional survey study queried parents (N = 285) regarding letter grade performance and the presence or absence of academic accommodations before and after an mTBI, including complicated mTBI (c-mTBI, or mTBI with radiographic abnormality).

RESULTS

We found a parent-reported decline in letter grades following c-mTBI (p < .001), with no significant change following uncomplicated mTBIs. Degree and length of recovery were also associated with grade changes (p < .05). Those with no academic accommodations prior to the injury showed significant decreases in grades after injury regardless of post-injury accommodation status (p < .05).

IMPLICATIONS OF SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY

This study underscores the need for an improved framework of support to maximize academic performance of children following mTBI, especially in those with a c-mTBI and still recovering from their injury.

CONCLUSION

Our study identifies children who are at risk for adverse academic outcomes following mTBI. We encourage efforts to better support school nurses in this effort, including improved communication between health care teams and school teams.

Describing High School Stakeholders' Preferences for a Return-to-School Framework Following Concussion

BACKGROUND

Return to school supports are recommended to facilitate adolescents' re-entry to school following a concussion. However, little is known as to what school stakeholders prefer for a return-to-school process. This study sought to describe the preferences of high school students, parents, and educators for a Return-to-School Framework for adolescents following a concussion.

METHODS

We conducted qualitative semi-structured, 1-on-1 or group interviews with high school students (n = 6), parents (n = 5), and educators (n = 15) from Calgary, Canada. Interviews aimed to describe participants' preferences for a Return-to-School Framework for students following a concussion. Interviews were analyzed using conventional content analysis.

RESULTS

We organized the data into 4 main themes: (1) purpose of the Return-to-School Framework; (2) format and operation of the Return-to-School Framework; (3) communication about a student's concussion; and (4) necessity of concussion education for students and educators.

IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY

A Return-to-School Framework following concussion should be developed in consultation with families, educators, and students and supports should be tailored to each student.

CONCLUSIONS

Participants preferred a standardized and consistent Return-to-School Framework including ongoing communication between stakeholders as well as feasible and individualized school supports.

Unravelling the web: Experiences of adolescents returning to school following a concussion

One in five adolescents will sustain a concussion in their lifetime. A concussion may result in symptoms that affect an adolescent's ability to attend school and engage in learning tasks. This study was guided by interpretivism. We conducted one-on-one semi-structured interviews to explore the perspectives of 20 adolescents (ages 14-18) returning to school after a concussion. Interviews were coded inductively and analyzed using reflexive thematic analysis. Five interconnected themes emerged with returning to school and accessing school supports: (1) concussion symptoms affected adolescents' schoolwork; (2) access to academic accommodations eased adolescents' return to school; (3) having supportive and understanding friends, family, and teachers facilitated adolescents' return to school; (4) communication amongst school stakeholders was desired, but often lacking; and (5) feeling anxious, frustrated, and sad with the return to school process. Adolescents' experiences were multifaceted and many factors contributed to their return to school experiences. Our findings can inform our understanding of the experiences of adolescents returning to school following concussion and can inform the development of concussion management supports at schools.