English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The number of concussions in sports and recreational activities are increasing on an annual basis. Students returning to school after a concussion face many challenges which can affect their learning and school reintegration process. Difficulties in learning, decreased academic performance, and classroom readjustment issues have been reported in earlier studies. The schools and teachers ability to understand basic concussion signs and symptoms, learning and classroom challenges as well as how to implement a return to learn plan play a vital role in the student’s academic success. Introduction Concussions are defined as a “complex pathophysiological process affecting the brain induced by biomechanical forces” (McCrory et al., 2013). A review of literature has supported the number of sport-related concussions keep rising every year (Graham, Rivara, Ford, & Spicer, 2014; Marar, McIllvain, Fields, & Comstock, 2012; Rosenthal, Foraker, Collins, & Comstock, 2014). In fact, Rosenthal et al. (2014) stated concussions in high school sports have doubled from 2005-2011. Football, soccer (girls more than boys), basketball (girls more than boys) and wrestling have more concussions per sport (Castile, Collins, McIllvain, & Comstock, 2012; Gessel, Fields, Collins, Dick, & Comstock, 2007; Marar et al., 2012; Rosenthal et al., 2014). More importantly, student-athletes are likely to not report previous head traumas which is of major concern (Delaney, Lamfookan, Bloom, Al-Kashmiri, & Correa, 2014; Llewllyn, Burdette, Joyner, & Buckley, 2014; McCrea, Hammeke, Olsen, Leo, & Guskiewicz, 2004; Meehan, Mannix, O’Brien, & Collins, 2013). The general reasons are not wanting to stop playing and the feeling of letting their team down. For whatever reason, if the student is not reporting the concussion, then a general hypothesis could be formed that there are some students in the classroom with potential ongoing signs/symptoms of a concussion and the teacher could have no idea. The onset of learning challenges for the recovering post-concussion student could be an identifying marker for the teacher to recognize there are continuing problems with the student returning to school. Teachers who understand basic signs/symptoms, cognitive issues, learning and classroom difficulties as well as Post-Concussion Syndrome (PCS) are in a better position to help the student with their academic transition back into the ​Table of

Return-to-School Challenges for the Post-Concussion Student