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'Return to learn' laws for children with concussions lacking, inconsistent nationwide
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Data published in Pediatrics showed that “return to learn” guidelines have not been widely implemented nationwide to improve support systems for children returning to school after experiencing a concussion.
“In a recent survey of school principals, written concussion plans addressing academic adjustments and accommodations were reported present in less than 25% of high schools,” Monica S. Vavilala, MD, from the Harborview Injury Prevention and Research Center, and colleagues wrote. “Coupled with insufficient education of community health care providers and school personnel, this absence of protocol diffuses responsibility and fragments care.”
In the first study to yield an in-depth review of governing appropriate academic reintegration with current state concussion laws, Vavilala and colleagues assessed the application of state concussion law statutes available between April 2015 and May 2016. Two trained coders searched the LexisNexis Injury Prevention Database to identify adopted “return to learn” related amendments to state concussion laws. The researchers considered statutes “return to learn” guidelines if they contained language mandating institutional action at the state, district or school level related to academic reintegration of children who have sustained concussions; statutes were further evaluated for required actions and delineation of responsibility.
Data showed that only eight states (Illinois, Massachusetts, Maryland, Maine, Nebraska, New York, Virginia and Vermont) had amended their state concussion laws to include “return to learn” guidelines. Further, only Illinois’ law specified an evidence-based standard consistent with CDC recommendations for the development of a “return to learn” protocol. Six of the eight states with “return to learn” guidelines held schools responsible for managing the process of resuming academic work, but mandatory education for school personnel regarding this reintegration was present in only Maryland and New York.
“The process is challenging for most recovering students, with 90% reporting one or more symptom-related academic issues upon return to school,” the researchers wrote. “This population is at-risk for depression and anxiety, particularly in the absence of timely, individualized supports. Given that less than 25% of schools have a formal ‘return to learn' management plan, there is a pressing need for institutional change.” – by Kate Sherrer
Disclosure: The researchers report no relevant financial disclosures.
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