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Updated: Dec 8, 2025
A Neuroscientific Approach to the Examination of Concussions in Student-Athletes
Published on: December 8, 2014
Establishing Consensus for Essential Elements in Returning to Learn Following a Concussion
Karen McAvoy1, Brenda Eagan-Johnson2, Rosalie Dymacek3
1Center for Concussion Rocky Mountain Hospital for Children, 10107 RidgeGate Pkwy, Suite #310, Lone Tree, CO, 80124.
Background:
Returning to learn following a concussion is the process of managing a student's recovery during the school day by implementation of academic supports with varying intensity. Due to a lack of consensus or even guidance on Return to Learn, this paper set out to establish cross discipline consensus on some essential elements of Return to Learn using a Delphi method.
Methods:
Sixteen national organizations participated in a Delphi process to reach consensus on overarching themes of Return to Learn focused on: returning a student to school, composition of the school-based concussion management team, progress-monitoring, educational safeguards, neuropsychological testing, and legislation. Two rounds of questionnaires were disseminated via email using a Delphi process. Consensus was established during round 2.
Results:
Twelve national organizations were able to reach consensus and endorse 13 essential elements of Return to Learn following a concussion.
Conclusions:
There continues to be limited research on concussion Return to Learn leading to confusion in the field. In this paper, we demonstrate consensus on a number of essential elements, from a wide variety of professional disciplines who participate in the care of students following a concussion, as a starting place for some guidance on Return to Learn.
