Concussions are more common in youth than we often realize, affecting children and adolescents who play sports, participate in recreational activities, or even just navigate daily life. While physical restrictions have traditionally been emphasized after a concussion, an equally important aspect of recovery that’s often overlooked are cognitive restrictions and a carefully structured return-to-learn progression. Research and clinical experience show that a structured return to school and learning activities not only aids in a child’s recovery but also reduces the long-term impacts of the concussion.
In my practice, all children and adolescents who have a diagnosed concussion receive a return to learn program that is communicated to teachers, coaches and other administrative personnel. In this post, we’ll explore why a gradual return-to-learn progression is essential for young people recovering from a concussion and how it can make a significant difference in their long-term health and academic success.
Understanding the Impact of Concussion on the Developing Brain
A concussion, or mild traumatic brain injury (mTBI), affects brain function by disrupting neural connections and altering the way the brain communicates with itself and the body. For children and adolescents, whose brains are still developing, the effects of a concussion can be more pronounced and longer-lasting than in adults. The symptoms—ranging from headaches and dizziness to cognitive challenges like poor concentration and memory problems—can interfere significantly with daily activities, particularly with learning.
The developing brain is highly plastic and adaptable, which makes it resilient but also vulnerable. When a child or adolescent returns to learning too quickly without allowing the brain to heal, they risk prolonging symptoms, slowing recovery, and, in some cases, worsening outcomes. A structured, phased approach to resuming cognitive activities allows the brain to gradually rebuild its resilience and functionality without undue strain.
What is a Return-to-Learn Progression?
A return-to-learn progression is a staged approach that helps students reintegrate into academic settings after a concussion in a way that aligns with their recovery. Rather than sending them back to school at full capacity, the process involves a series of steps to gradually increase cognitive load. This gradual return allows the student’s brain to adjust at each stage, reducing the risk of symptom recurrence and supporting sustainable recovery.
Generally, the return-to-learn process includes the following stages:
1. Initial Period of Cognitive Rest: Initially, students may need total rest from any cognitive demands, including screen time, reading, homework, and even conversations.
2. Light Cognitive Activity: Students can start low-demand cognitive tasks at home, such as brief reading sessions or listening to music, as long as symptoms remain controlled.
3. Partial School Attendance: At this stage, students may attend school for short periods, focusing on core subjects with breaks as needed to avoid symptom exacerbation.
4. Gradual Return to Full Academic Activity: Gradually, students increase attendance and participation until they can tolerate a full day of classes and regular workloads.
5. Resuming Testing and Assessments: Testing and homework resume last, once a student has fully returned to regular academic activities without symptoms.
Why a Structured Return-to-Learn is Crucial
1. Prevents Symptom Aggravation
Jumping back into a full school day and workload can overstress a recovering brain. The cognitive demands of a typical school day can exacerbate symptoms, especially if students try to “push through” pain, dizziness, or concentration issues. This can lead to a setback in recovery and may prolong symptoms. By returning to learning gradually, students give their brains the necessary time to heal without being overwhelmed by academic tasks.
2. Supports Cognitive Healing
The return-to-learn approach acknowledges the role of cognitive rest and rehabilitation. Just as a sprained ankle requires a graduated return to physical activity, the brain requires a similar approach for cognitive tasks. By gradually increasing cognitive demands, students can rebuild stamina and restore brain function step-by-step, reducing the chance of long-term cognitive issues.
3. Reduces Emotional and Social Stress
For many students, school is a central part of their social and emotional world. Extended time away or feeling left behind academically can add anxiety, frustration, and a sense of isolation. By structuring a return that accommodates their limitations, students stay connected to their peers and maintain a sense of normalcy, which is vital for mental health and motivation during recovery.
4. Promotes Academic Success
Missing days or weeks of school due to concussion can create academic gaps, which are often difficult to catch up on once the student returns. A phased approach prevents the “all-or-nothing” return, where students feel pressure to catch up while still recovering. Teachers and school administrators can work together to adjust assignments and tests to match the student’s current capacity, allowing them to progress without compromising their learning outcomes.
5. Involves Parents, Teachers, and Healthcare Providers in Recovery
A return-to-learn progression provides a structured framework that helps parents, teachers, and healthcare providers monitor the student’s progress. Communication and support from these key people ensure that adjustments are made as needed and that any signs of symptom return are promptly addressed. This collaborative approach also ensures that parents and educators are aware of the student's needs and can advocate for adjustments when necessary.
The Take Home Message
Returning to learn after a concussion is not a “one-size-fits-all” process. Every brain injury is unique, and recovery times vary widely. A structured return-to-learn progression allows children and adolescents to return to school in a safe, supportive way that aligns with their healing process. By recognizing the importance of a phased return, we can help students recover fully, stay connected academically and socially, and set a foundation for lifelong brain health.
When parents, teachers, and healthcare providers work together to implement this approach, they support not only the immediate recovery of the child but also their long-term well-being and academic success.