STEP THREE: ADJUST/ ACCOMMODATE for EDUCATORS.
School Team Educators
Return to Learn (RTL) refers to classroom teachers helping a student with a concussion learn how to manage their energy so they can learn as much as possible without making their symptoms worse.
An RTL plan works best when classroom teachers can make decisions about what the student needs all throughout the day. Healthcare providers can offer advice, but teachers do not have to wait for HCP approval to make changes to schoolwork or classroom activities. Medical suggestions are just that—suggestions, not rules.
Schools get to choose whether or not to follow outside medical advice about RTL. They make that decision based on what makes sense for learning, what is possible to do in a school setting, and what fits with school rules and policies.
Most Common “Thinking” Cognitive Problems Post-Concussion
And suggested adjustments/accommodations
Fatigue, specifically Mental Fatigue
Plan rest breaks ahead of time - "strategic" b rest breaks. Don’t wait until the student is so tired that they have an emotional meltdown.
Add a 15–20 minute rest break once in the morning and once in the afternoon, if needed. Slowly reduce breaks when they are no longer needed.
Allow short “pacing” breaks. This means 5–10 minute breaks for the eyes and brain, or time to get water, after hard thinking work.
Remember that quiet reading is not always true rest for every student.
If needed, let the student use sunglasses, headphones, special seating, a quiet place to work, or walk through quieter halls.
Difficulty concentrating
Reduce the amount of thinking work. Students will not learn as much while they are recovering from a concussion.
Since learning is harder during recovery, teachers should decide what the most important ideas are for the student to focus on.
Do not expect the student to keep up with schoolwork at the same pace as before the concussion.
Slowed processing speed
Give extra time for tests and projects, or make assignments shorter.
Don’t just give more time. REMOVE work that isn’t very important, and REDUCE work that is less important.
Check if the student has big tests or projects during the first 4 weeks of recovery. If so, lower the amount of work or move the due dates.
Give the student class notes or a peer notetaker while they recover.
Grade the work the student completes. Do not take off points for work they cannot finish. If possible, excuse non-essential work without penalty.
Difficulty with working memory
At first, excuse the student from regular homework and tests. Add the work back slowly as the student feels better. Teachers do not need to wait for a healthcare provider's note to do this.
Because memory can be weaker during recovery, teachers should decide what the most important ideas are for the student to learn.
Think of creative ways to check understanding and give grades, since memorizing for tests may be harder during recovery.
Focus more on understanding the material instead of memorizing facts.
Difficulty converting new learning into memory
Let the student “audit” the class for a while. This means they can listen and learn without having to prove they understand everything yet.
Remove “busy work” that is not important for understanding the lesson.
Do not expect the student to make up all the work missed during the 4-week recovery. This can cause too much stress and slow down healing.
Slowly help the student return to a full amount of schoolwork and thinking.
Emotional symptoms
Pay close attention to emotional symptoms. After a concussion, students may feel scared, overwhelmed, frustrated, irritable, angry, or sad. Remind them that these feelings are common during recovery.
Watch for signs of depression, which can happen if the student feels socially isolated.
Watch for signs of anxiety, especially about missed work or falling behind in grades.
Research shows that concussions can affect emotional health. Support like counseling, education, coping skills, and stress-reduction strategies can help. Involve school counselors or mental health professionals when needed.