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Updated: Sep 13, 2026
A Neuroscientific Approach to the Examination of Concussions in Student-Athletes
Published on: December 8, 2014
Returning-to-Learn After Concussion in Higher Education: A Clinical Review
Allyssa K Memmini1, Juliet Haarbauer-Krupa2, Steven P Broglio3
1Department of Health, Exercise, and Sports Sciences, University of New Mexico, Albuquerque, New Mexico.
Context:
A concussion is an acute temporary neurological disturbance that can have consequences on academic progression. However, current clinical recommendations remain limited on how to best support students returning-to-learn (RTL) after concussion, especially at the university level.
Evidence Acquisition:
Consensus statements on sport-related concussion management generated from national and international expert groups published from 2001 to 2024 were synthesized. Additional relevant articles were searched on PubMed using the search terms "return-to-learn" AND "concussion" AND "university" OR "college," yielding 10 postconcussion RTL publications specific to the university setting, with more general RTL works incorporated sparingly to provide considerations for primary and secondary school settings.
Study Design:
Clinical review.
Level Of Evidence:
Level 4.
Results:
This clinical review highlights advancements in postconcussion RTL management for students in higher education, as well as proposes solutions for both intercollegiate athletes and general population students (i.e., nonathletes) RTL after concussion. Among intercollegiate athletes, the National Collegiate Athletic Association mandates the use of a multidisciplinary team, yet the lowest levels of clinician compliance were centered previously on RTL strategies. In addition, general population students often receive inconsistent medical documentation from their care teams. However, faculty strongly rely on medical documentation to confirm the legitimacy of the diagnosis, as well as specific guidance on how to support students during their recovery. Although self-regulated learning strategies can have a positive effect on academic advancement, how these behaviors influence the likelihood of obtaining postconcussion support is unknown.
Conclusion:
Healthcare providers affiliated with universities may benefit from revising and/or developing consistent medical discharge documentation with clear guidelines for educators. The Postconcussion Collegiate RTL Protocol serves as a framework for institutions to adopt or modify when prescribing academic supports after concussion.Strength of Recommendation Taxonomy (SORT):C.
