Return to Learning: Wenatchee School District Post Concussion Return to Academics Guidelines A student’s best chance of full recovery from a concussion involves two critical components: cognitive and physical rest. Continued research has focused on the fact that cognitive rest is essential to the quick resolution of concussion symptoms. Cognitive stimulation includes: driving, video games, computers, text messaging, cell phone use, loud and/or bright environments, television, reading and studying; these must be limited, and in most cases, completely avoided. Physical activity such as physical education, sports activities, and strength or cardiovascular conditioning must be regulated or avoided while recovering from a concussion. Points of Emphasis: It is important to note that the recovery from a concussion is a very individualized process. Caution must be taken not to compare students with concussions as they progress through the recovery process. The information below is provided to teachers, parents and students as a guide to assist with concussion recovery. - For the academic protocol to be initiated the student must be evaluated by a health care professional and documentation must be provided to the school. - For every day the student is within Stages 1-3, it is recommended that they be granted the same number of days to complete missed academic work. - The student should be granted adequate time to complete missed academic work based on the amount of time needed for complete recovery. - The teacher has the right to assign the student a grade of incomplete (I) for the semester. - It is important that once the student has returned to school that they report to the athletic trainer or school nurse daily in order to monitor symptoms as well as to determine progression to the next stage within the return to academics guidelines. - As the student’s recovery progresses through Stages 1-3, teachers should be prepared to apply “mastery learning” criteria within their subject matter. By identifying essential academic work, the student’s recovery will be aided by reducing anxiety levels related to the perceived volume of work that will be required once they are medically cleared to resume a full academic load.
Return to Learning: Wenatchee School District Post Concussion Return to Academics Guidelines A student’s best chance of full recovery from a concussion involves two critical components: cognitive and physical rest. Continued research has focused on the fact that cognitive rest is essential to the quick resolution of concussion symptoms. Cognitive stimulation includes: driving, video games, computers, text messaging, cell phone use, loud and/or bright environments, television, reading and studying; these must be limited, and in most cases, completely avoided. Physical activity such as physical education, sports activities, and strength or cardiovascular conditioning must be regulated or avoided while recovering from a concussion. Points of Emphasis: It is important to note that the recovery from a concussion is a very individualized process. Caution must be taken not to compare students with concussions as they progress through the recovery process. The information below is provided to teachers, parents and students as a guide to assist with concussion recovery. - For the academic protocol to be initiated the student must be evaluated by a health care professional and documentation must be provided to the school. - For every day the student is within Stages 1-3, it is recommended that they be granted the same number of days to complete missed academic work. - The student should be granted adequate time to complete missed academic work based on the amount of time needed for complete recovery. - The teacher has the right to assign the student a grade of incomplete (I) for the semester. - It is important that once the student has returned to school that they report to the athletic trainer or school nurse daily in order to monitor symptoms as well as to determine progression to the next stage within the return to academics guidelines. - As the student’s recovery progresses through Stages 1-3, teachers should be prepared to apply “mastery learning” criteria within their subject matter. By identifying essential academic work, the student’s recovery will be aided by reducing anxiety levels related to the perceived volume of work that will be required once they are medically cleared to resume a full academic load.