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Updated: Apr 8, 2026

A Neuroscientific Approach to the Examination of Concussions in Student-Athletes
Published on: December 8, 2014
Heads Up: Communication Is Key in School Nurses' Preparedness for Facilitating "Return to Learn" Following Concussion
Robyn Wing1, Siraj Amanullah2, Elizabeth Jacobs2
1Brown University, Providence, RI, USA Rhode Island Hospital/Hasbro Children's Hospital, Providence, RI, USA robyn_wing@brown.edu.
Background:
Recent literature advocates for a school academic team, including school nurses, to support concussed students' return to the classroom. This study aimed to assess the current understanding and practices of a sample of school nurses regarding the concept of "return to learn" in concussed students.
Methods:
Cross-sectional survey of New England school nurses.
Results:
The greatest barrier to the school nurses' functioning within the academic rehabilitation team for students with concussion was "inadequate communication with the provider that diagnosed the concussion" (73%). Of the 151 school nurses surveyed, 19% felt that they did not have the training necessary for this role. Other barriers included "inadequate concussion training" (38%) and "inadequate time necessary to care for a student with concussion" (30%).
Conclusions:
By identifying specific gaps in knowledge and challenges at the school level, these results inform interdisciplinary medical teams about the importance of educating and facilitating effective "return to learn" academic plans.
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