Defining return-to-learn through an evidence-based systematic review.

Area of Science:

• Neuroscience
• Education
• Rehabilitation

Background:

• Concussion recovery definitions vary, leading to inconsistent data.
• Existing return-to-learn (RTL) criteria lack transparency and a holistic approach.
• Current definitions may not account for logistical factors in academic settings.

Purpose of the Study:

• To identify and analyze operational definitions of academic recovery (RTL, return-to-school, etc.) in scientific literature.
• To propose evidence-based, standardized definitions for RTL in university and K-12 students.
• To improve the reproducibility and application of academic recovery data post-concussion.

Main Methods:

• Systematic literature search of PubMed and ScienceDirect (2010-2023).
• Inclusion of peer-reviewed English articles with full text available, focusing on student samples and clear RTL criteria.
• Independent extraction and unanimous agreement on definitions and outcome measures by three researchers.

Main Results:

• 24 studies met inclusion criteria from 456 articles reviewed.
• Five common recovery criteria identified: guided protocols, clinician clearance, school attendance, full academic workload, and full-time without accommodations.
• Proposed evidence-based RTL definitions for university and K-12 settings, incorporating symptom resolution, academic participation, and cognitive stability.

Conclusions:

• Varied definitions of academic recovery hinder data reproducibility.
• Proposed RTL definitions offer a standardized, evidence-based framework for university and K-12 students.
• These definitions aim to provide a more holistic and individualized approach to academic recovery after concussion.