A concussion can affect a student’s physical, cognitive, and emotional functioning. These symptoms can have an effect on their learning in the following ways:
Physical | Cognitive | Emotional/Behavioural |
Tires easily
Sensitive to light Sensitive to noise Fatigues as day/week progresses Restlessness Unsteadiness when walking Headaches Visual disturbances Neck pain Dizziness/lightheadedness Nausea/vomiting Sleep disturbance |
Tires easily
Decreased academic achievement Attendance issues Late/incomplete homework Difficulty concentrating Difficulty remembering Easily distracted Difficulty organizing Slowed information processing Difficulty multitasking Difficulty understanding concepts Difficulty expressing themselves Difficulty reading Difficulty learning new information |
Irritable/angry
Sad/depressed Behaviour changes Problems with motivation Social issues (with peers) Frustration Gets upset easily Anxiety Restlessness |
Symptoms can be situational and triggered or exacerbated by elements in the environment. For example, a student may experience a headache in the classroom from the fluorescent lights but the headache subsides when the student goes outside.
A healing brain has to work harder to accomplish anything which leaves limited energy for other tasks. For many students this limited energy is compounded by:
- Changes in their sleep patterns
- Overexerting themselves
- Feeling pressure to keep up with schoolwork
- Dealing with the emotional impacts of concussion
Learning Accommodations
Learning accommodations are changes to schoolwork, expectations, or the learning environment that teachers can use to support a student with specific learning needs. Learning accommodations are individual. What works for one student may not work for another, and performance may fluctuate daily. If learning accommodations are used for a student, a teacher can monitor their effectiveness and adjust as needed.
The following are some examples of how teachers can support a concussed student’s return to school:
Physical | Cognitive | Emotional/Behavioural |
Frequent rest breaks
Allow student to wear sunglasses/hat, noise reducing earplugs Seat student away from windows or bright lighting Preferential seating to reduce distractions Allow for a modified timetable Access to a quiet space for breaks Restrict classes with noise and/or safety issues Allow class transition before bell Restrict physical activity including PE, team sports, recess, and lunch break |
Reduce: – Amount of time at school – Academic expectations – Work loadLimit time focusing on school work Prioritize essential school work Avoid stimulating or noisy environments Provide a quiet space for schoolwork Provide class notes Frequent rest breaks Allow extra time to complete tasks Allow access to the learning support teacher Consider tutoring support |
Provide opportunities for socialization
Allow student to remove themselves from situations they aren’t tolerating well Provide avenues for student to express themselves Access to school counsellor/psychologist Provide supportive feedback/reassurance |
Ultimately, the goal of learning accommodations is to support the student in participating in school to the best of their ability and to avoid:
- Exacerbating symptoms
- Delaying their recovery
- Having a negative impact on grades or social relationships
For more information:
- School professionals can refer to the CATT online educational module for School Professionals [LINK to course]
- Review other Resources [LINK to Resources page]on this website for more information on the effects of concussion on learning and learning accommodations.