LAUSR

Objective To describe the scope of academic concerns, requested and received support among adolescents in the four weeks following a concussion injury. Background Recent studies have found alterations in cognitive ability after concussion that cause learning issues upon return to the classroom. Findings have prompted guidelines for supporting return to learn post-concussion in recent statements from the CDC and the AAP. However, a gap exists specific to academic concerns and needs across the recovery timeline. Design/Methods Prospective longitudinal pilot study. Adolescents, 13-18 years, were enrolled within 7 days of diagnosed concussion injury. Academic effects, requested and received support were assessed by e-survey at 4 time points across 28 days, each one week apart. Results Overall, 37 adolescents (51.4% female, mean age: 16.4 ± 1.4 years) provided sufficient data for analysis. A decrease in the frequency of academic concerns over time was noted across the 4 weeks following injury with 37.8% (n = 14) reporting challenges in one or more of their classes in the first week after their concussion, compared to 10.8% (n = 4) at 28 days. A decrease in requested supports was also noted, with 48.6% (n = 18) requesting some form of academic support in the first week compared to 13.5% (n = 5) at 28 days.Most commonly requested supports across all time points included extra time to complete work, reduced homework, reduced or waived makeup work, and a shortened school day. Received academic support was also greatest in the first week following concussion (40.5%, n = 15) and declined to 16.2% (n = 6) at 28 days. Conclusions High rates of academic concerns, requested and received supports were reported in the first week following concussion. A concerning proportion continued to report academic concerns and needs for academic support four weeks after injury. These pilot findings support the need for greater attention to academic effects of concussion and related support in the classroom.