{"id":{"repo_id":"creighton","oai_identifier":"oai:cdr.creighton.edu:10504/109750"},"canonical_url":"https://search.dev.ndltd.org/etd/creighton/oai:cdr.creighton.edu:10504/109750","repository":{"repo_id":"creighton","name":"Creighton University","base_url":"https://cdr.creighton.edu/server/oai/request"},"display":{"title":"Investigating \"Return to Learn\" Practices for Concussed Students: One Jesuit High School's Approach","abstract":"Student concussions have emerged as a national health and safety issue across the educational spectrum. Recent legislation in many states has fostered a more structured school response system in determining when a student-athlete is eligible to return to athletic competition after suffering a concussion. While such legislation has prompted immediate responses from athletic governing bodies, research and action promoting a “return to learn” policy within school structures has been limited prompting educational leaders to pose the question of when is a concussed student prepared and able to return to the academic environment? The purpose of this dissertation in practice was to explore and understand teachers’ perceptions of the implementation of a concussion management system and its impact on return to learn practices for teachers at a one Catholic secondary school. The study produced three key findings: Institutional Awareness: Exploring the Unknown; Institutional Action: Teachers’ Perceptions Regarding Implementation of Return to Learn and Return to Play Policies; and The Necessity for Institutional Reflection: Teachers’ Perceptions About the Need for Ongoing Evaluation. Implications for leadership include a broadening or development of a Return to Learn protocol that supports students with learning differences.","abstract_html":"Student concussions have emerged as a national health and safety issue across the educational spectrum. Recent legislation in many states has fostered a more structured school response system in determining when a student-athlete is eligible to return to athletic competition after suffering a concussion. While such legislation has prompted immediate responses from athletic governing bodies, research and action promoting a “return to learn” policy within school structures has been limited prompting educational leaders to pose the question of when is a concussed student prepared and able to return to the academic environment? The purpose of this dissertation in practice was to explore and understand teachers’ perceptions of the implementation of a concussion management system and its impact on return to learn practices for teachers at a one Catholic secondary school. The study produced three key findings: Institutional Awareness: Exploring the Unknown; Institutional Action: Teachers’ Perceptions Regarding Implementation of Return to Learn and Return to Play Policies; and The Necessity for Institutional Reflection: Teachers’ Perceptions About the Need for Ongoing Evaluation. Implications for leadership include a broadening or development of a Return to Learn protocol that supports students with learning differences.","abstract_has_math":false,"creators":["Jordan, Paul D."],"institution":"Creighton University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Oltman, Gretchen"],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-02-10","date_published":"2017-02-10","updated_at":"2026-07-24T01:51:30Z","subjects":[],"languages":["en_US"],"rights":["Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10504/109750","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Oltman, Gretchen"]},{"key":"dc:creator","label":"Author","values":["Jordan, Paul D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-03-02T17:27:18Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2019-02-10T09:40:13Z"]},{"key":"dc:date.issued","label":"Date","values":["2017-02-10"]},{"key":"dc:publisher","label":"Institution","values":["Creighton University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10504/109750"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Student concussions have emerged as a national health and safety issue across the educational spectrum. Recent legislation in many states has fostered a more structured school response system in determining when a student-athlete is eligible to return to athletic competition after suffering a concussion. While such legislation has prompted immediate responses from athletic governing bodies, research and action promoting a “return to learn” policy within school structures has been limited prompting educational leaders to pose the question of when is a concussed student prepared and able to return to the academic environment? The purpose of this dissertation in practice was to explore and understand teachers’ perceptions of the implementation of a concussion management system and its impact on return to learn practices for teachers at a one Catholic secondary school. The study produced three key findings: Institutional Awareness: Exploring the Unknown; Institutional Action: Teachers’ Perceptions Regarding Implementation of Return to Learn and Return to Play Policies; and The Necessity for Institutional Reflection: Teachers’ Perceptions About the Need for Ongoing Evaluation. Implications for leadership include a broadening or development of a Return to Learn protocol that supports students with learning differences."]},{"key":"dc:title","label":"Title","values":["Investigating \"Return to Learn\" Practices for Concussed Students: One Jesuit High School's Approach"]}]}],"canonical_facts":{"dc:contributor.advisor":["Oltman, Gretchen"],"dc:creator":["Jordan, Paul D."],"dc:date.accessioned":["2017-03-02T17:27:18Z"],"dc:date.available":["2019-02-10T09:40:13Z"],"dc:date.issued":["2017-02-10"],"dc:description.abstract":["Student concussions have emerged as a national health and safety issue across the educational spectrum. Recent legislation in many states has fostered a more structured school response system in determining when a student-athlete is eligible to return to athletic competition after suffering a concussion. While such legislation has prompted immediate responses from athletic governing bodies, research and action promoting a “return to learn” policy within school structures has been limited prompting educational leaders to pose the question of when is a concussed student prepared and able to return to the academic environment? The purpose of this dissertation in practice was to explore and understand teachers’ perceptions of the implementation of a concussion management system and its impact on return to learn practices for teachers at a one Catholic secondary school. The study produced three key findings: Institutional Awareness: Exploring the Unknown; Institutional Action: Teachers’ Perceptions Regarding Implementation of Return to Learn and Return to Play Policies; and The Necessity for Institutional Reflection: Teachers’ Perceptions About the Need for Ongoing Evaluation. Implications for leadership include a broadening or development of a Return to Learn protocol that supports students with learning differences."],"dc:identifier.uri":["http://hdl.handle.net/10504/109750"],"dc:language.iso":["en_US"],"dc:publisher":["Creighton University"],"dc:rights":["Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above."],"dc:title":["Investigating \"Return to Learn\" Practices for Concussed Students: One Jesuit High School's Approach"],"dc:type":["Dissertation"]},"updated_at":"2026-07-24T01:51:30Z"}