(2024-2025) Health: Return to Learn Following a Concussion: Tier 1 Classroom Supports
For older students struggling with mental fatigue, breaks in the classroom may need to be more teacher-directed. True False
False
Most concussions can be detected by an MRI or CT scan. True False
False
States with return-to-learn laws can state that schools must provide some sort of academic support to students at school who suffer following a concussion, and mandate what those academic supports might look like. True False
False
A concussion doesn't affect a student in every single class. However, a concussion does tend to make converting new learning into memory temporarily more difficult. True False
True
All schools have provisions to provide higher levels of academic support for the student with higher educational need regardless of whether that need stems from a medical, psychological, educational, behavioral or social determination. True False
True
Managing symptoms well enough to comfortably return to the classroom requires a student to be a good manager of energy. True False
True
Research on return to school shows no benefit for students with concussion to stay home longer. True False
True
Students who aren't student-athletes generally aren't eligible for the protections of return to play laws. True False
True
For students with slow processing speed, a differentiated instruction strategy might include _____________. a. focus on comprehension b. focus on memorization c. focus on quantity of work d. all of these
a. focus on comprehension
What problem type does a concussion typically result in? a. functional b. structural c. dietary d. all of these
a. functional
What is the key to help your students feeling well enough to attend class? a. helping the student manage energy b. prioritize school workload over symptom management c. focus on comprehension not memorization d. all of these
a. helping the student manage energy
What element of engagement must be removed during concussion recovery? a. physical activities that risk further hits to the head b. social interactions c. academic expectations d. all of these
a. physical activities that risk further hits to the head
What should you do if a student with a concussion needs continued academic supports beyond four weeks (28 days)? a. report to the school student assistance team as soon as possible b. continue academic accommodations past four weeks since they're just as effective c. focus on quality not quantity d. none of these
a. report to the school student assistance team as soon as possible
Which statement is true about academic supports and the concussion recovery process? a. Concussion recovery is linear. b. It's acceptable to encourage a student with a concussion to try more and more work each day/week. c. Academic expectations must remain unchanged. d. all of these
b. It's acceptable to encourage a student with a concussion to try more and more work each day/week.
What accommodation should you provide for students exhibiting slowed processing speed? a. Offer extensions on assignments. b. Reduce semi-essential work. c. Postpone larger projects. d. all of these
b. Reduce semi-essential work.
Which of the following is a domain of concussion symptoms? a. dietary b. emotional c. olfactory d. sensory
b. emotional
What might predict a longer recovery from a concussion? a. disorientation or dizziness b. mental health concerns prior to a concussion c. fatigue and low energy d. difficulty concentrating
b. mental health concerns prior to a concussion
What is an example of a differentiated instruction strategy for a student with slowed processing speed? a. 5-10 minute rest breaks b. Remove the student from PE activities. c. Allow for more group work. d. Increase semi-essential work.
c. Allow for more group work.
Irritability and sadness are both symptoms from which domain? a. cognitive b. sleep/energy c. emotional d. physical
c. emotional
Regarding tests and quizzes, in the early stages of a concussion, the general rule is to: a. increase testing/quiz situations b. maintain testing/quiz situations c. exempt a student from testing/quiz situations d. none of these
c. exempt a student from testing/quiz situations
If a test or final exam is necessary, what adjustments should you make for students with short-term memory concussion symptoms? a. multiple tests per day b. shorter time length c. open book tests d. none of these
c. open book tests
In which domain(s) does a student need to be symptom-free before they can be approved to start back to play? a. physical b. cognitive and emotional c. sleep/energy d. all of these
d. all of these
As the student enters back into the classroom, which common effects of concussion should the student and teacher work on in particular? a. disorientation, irritability, change in personality b. anxiety, lack of motivation, confusion c. lack of balance, slowed speech, nausea d. mental fatigue, slowed processing speed, short-term memory
d. mental fatigue, slowed processing speed, short-term memory
