Investigating the Student in Returning to Learn After Concussion: A Systematic Review and Meta-Analysis
Yalian Pei1, Amy M Kemp1, Katy H O'Brien2
1Communication Sciences and Special Education, University of Georgia, 110 Carlton Street, Athens, GA, 30602.
Purpose:
Examine concussion effects on academic outcomes, including student perspectives.
Methods:
This study included a systematic review and meta-analysis examining post-concussion school attendance, academic performance, perceptions of academic difficulty, and accommodations for students in elementary through college settings. The analysis considered pre- and post-injury factors, along with injury factors that contribute to post-concussion academic outcomes.
Results:
The systematic review showed that students with concussion miss more school days and perceive higher levels of academic difficulty, but results about academic performance varied. Meta-analysis yielded small concussion effects on school absence and academic performance and moderate effects on perceptions of academic difficulty. Female sex, older age, history of migraine, prior concussions, severe or persistent symptoms, vestibular-ocular motor, and cognitive disruptions are risk factors, but these moderators were not identified in the meta-analysis due to lack of effect sizes.
Implications For School Health Policy, Practice, And Equity:
This study confirmed negative concussion effects on academic absences, performance, and perceptions of academic difficulty. Identified contributing factors will guide future practices to support students returning to learn after concussion.
Conclusions:
Negative impacts to academics from concussion may be amplified by complicating factors. Future investigations are needed to confirm risk factors and mitigating effects of early identification and post-injury supports.
