Investigating "Return to Learn" Practices for Concussed Students: One Jesuit High School's Approach

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.

Grantor dc:publisher

Creighton University

Year dc:date.issued

2017

Author dc:creator

• Jordan, Paul D.

Advisor dc:contributor.advisor

• Oltman, Gretchen

Statement 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.

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/10504/109750

OAI identifier oai:identifier

oai:cdr.creighton.edu:10504/109750