Academic outcomes and accommodations following adolescent sport-related concussion: a pilot study

Russell, Kelly; Selci, Erin; Chu, Stephanie; Rozbacher, Adrian; Ellis, Michael J.

doi:10.2217/cnc-2017-0009

Cited by 14 publications

(33 citation statements)

References 29 publications

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“…In a 2017 paper, Russel et al showed similar findings through a case series and reported no significant differences in GPA between pre-concussion and after concussion recovery. They also reported the median number of school days missed as 4 (IQR 2-8) [ 16 ]. In a 2019 paper, Russel et al conducted a prospective cohort study to once again show that no significant difference existed between pre-injury vs. post-injury overall or core grades amongst SRC students.…”

Section: Resultsmentioning

confidence: 99%

“…Table 1, containing data pertaining to post-concussion academic performance, indicates three studies that utilized qualitative survey methods, four studies that assessed academic measures (GPA, report cards, and examination scores), and three studies that utilized published inventory or achievement testing tools (Post-Concussion Symptom Inventory, Pediatric Quality of Life Inventory Version 4.0, and Wide Range Achievement Test-III) [7,[10][11][12][13][14][15][16][17][18]. In regard to strength of evidence, 6 studies were classified as cross-sectional studies [6,7,11,12,18,19], 4 were cohort studies [10,15,20,21], 2 were case series [13,16], 1 was a prospective longitudinal study [14], 1 was a population-based retrospective before and after study [17]. "To determine if academic performance was lower in the academic calendar year that students sustain a concussion compared to the previous year when they did not sustain a concussion."…”

Section: Synthesis Of Resultsmentioning

confidence: 99%

“…Six studies used numerical measures to assess academic decline following SRC, while other studies used subjective methods such as surveys assessing adolescent or parent perspectives on academic challenges experienced while returning to school post-concussion [ 10 , 11 , 14 , 15 , 16 , 17 , 18 ]. Of the studies that reported survey-based data on adolescent or parent perspectives, all reported a significant level of concern with respect to academic difficulty [ 7 , 12 , 13 , 19 , 20 , 21 ].…”

Section: Discussionmentioning

confidence: 99%

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Academic Performance Following Sport-Related Concussions in Children and Adolescents: A Scoping Review

Neelakantan

Ryali

Cabral

et al. 2020

IJERPH

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Sport-related concussions (SRC) are an increasingly common concern in young athletes, with long-term cognitive, physiological, behavioral, and psychological adverse outcomes. An estimated 1.1 million to 1.9 million SRCs occur per year in children <18 years old in the United States. The post-concussive state has demonstrated consequences in several domains, including athletics and academics, although much more research has been conducted on the former. The objective of this scoping review was to ascertain findings from published studies on the effects of SRCs on academic performance and quality of life of young student athletes. A total of 175 articles were screened within the PubMed and CINAHL databases, along with a Google search. Fourteen papers fulfilled the inclusion criteria and were analyzed in the review. Quantitative and qualitative data were collated and demonstrated the heterogeneity with which, post-concussion academic performance outcomes were measured; only 4 of the 14 studies utilized formal academic metrics such as changes in grade point average (GPA) or examination scores. While the results overall did show statistically significant implications on academic performance decline after SRC, it is clear that there remains a paucity of research determining the consequences of SRCs on academic performance in the school environment. Further research is needed to better understand how to implement accommodations in the student’s learning environment and guide return-to-learn protocols for student athletes following SRC.

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Section: Resultsmentioning

confidence: 99%

Section: Synthesis Of Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Academic Performance Following Sport-Related Concussions in Children and Adolescents: A Scoping Review

Neelakantan

Ryali

Cabral

et al. 2020

IJERPH

View full text Add to dashboard Cite

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“…Failure to obtain report cards resulted in a reduction in the sample size used to examine the effects of SRC and SRF on school grades. However, this is a well-acknowledged challenge among studies examining academic outcomes in concussion and mild TBI and is difficult to overcome [24–26]. Despite this limitation, the mean change in grades between SRC and SRF student included in this study (<1%) is unlikely to be clinically meaningful or impact the student’s long term academic trajectory (i.e., graduation status, acceptance into post-secondary programs).…”

Section: Discussionmentioning

confidence: 97%

Academic outcomes following adolescent sport-related concussion or fracture injury: A prospective cohort study

et al. 2019

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Objectives The objectives were 1) to compare the effects of adolescent sport-related concussion (SRC) and sport-related extremity fracture (SRF) on academic outcomes including change in school grades and school attendance; and 2) to determine which specific academic accommodations were most helpful during recovery from these injuries. Methods A prospective cohort study was conducted to compare changes in school grades, school attendance and academic accommodations among students (grades 8–12) with an SRC or SRF. School grades were extracted from student immediate pre- and post-injury report cards. Students completed attendance log books and an exit interview to determine which accommodations were helpful and how accommodating they perceived their school to be during their recovery. Results Overall, 124 students (92 with SRC and 32 with SRF) submitted both pre- and post-injury report cards. Students who sustained an SRC or SRF experienced similar decreases in grades post-injury (SRC: -1.0%; 95% CI: -2.1, 0.1 and SRF: -0.9%: 95% CI: -2.1, 0.3). Students with an SRC missed significantly more days of school compared to those with an SRF (median of 4 days [IQR: 1, 7] versus 1 day [IQR: 0, 4], p<0.0001). In total, 60/113 (53.1%) SRC students reported their school to be very accommodating while only 31/77 (40.3%) SRF students reported their school to be very accommodating (p = 0.082). Conclusions Students who sustain an SRC miss significantly more days of school but demonstrate similar changes in school grades post-injury compared to those with an SRF. Future studies are needed to identify the pre- and post-injury factors associated with poor academic functioning following concussion and identify measures that can be taken to help optimize academic outcomes in these patients.

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“…3 Youth with concussion can experience both short-term and long-term physical, emotional, cognitive and sleep-related symptoms. 4 5 Although individual symptoms can vary, 5 6 researchers have consistently identified negative effects on academics, [7][8][9][10] physiological functioning, [11][12][13][14] psychological well-being [15][16][17] and overall quality of life. 18 Best practices for managing concussion include education to promote appropriate knowledge, attitudes and behaviours among stakeholders (eg, students, parents, school staff and healthcare providers), 19 20 interventions to manage recovery 21 22 and protocols to support students returning to academics and school sports.…”

Section: Introductionmentioning

confidence: 99%

Disparities in baseline neurocognitive testing for student concussion management in Massachusetts high schools

Campbell

Howland

Hess

et al. 2020

BMJ Open Sport Exerc Med

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PurposeThere is evidence of socioeconomic disparities with respect to the implementation of student-sports concussion laws nationally. The purpose of this study was to examine school sociodemographic characteristics associated with the provision of computerised baseline neurocognitive testing (BNT) in Massachusetts (MA) high schools, and to assess whether the scope of testing is associated with the economic status of student populations in MA.MethodsA cross-sectional secondary analysis of surveys conducted with MA athletic directors (n=270) was employed to investigate school characteristics associated with the provision of BNT. Correlation and regression analyses were used to assess whether the scope of testing is associated with the economic status of student populations in MA.ResultsThe scope of BNT was independently associated with the economic disadvantage rate (EDR) of the student population (β=−0.02, p=0.01); whether or not the school employs an athletic trainer (AT) (β=0.43, p=0.03); and school size (β=−0.54, p=0.03). In a multivariable regression model, EDR was significantly associated with the scope of baseline testing, while controlling for AT and size (β=−0.01, p=0.03, adj-R2=0.1135).ConclusionAmong public high schools in MA, disparities in the provision of BNT for students are associated with the economic characteristics of the student body. Schools that have a greater proportion of low-income students are less likely to provide comprehensive BNT. The clinical implications of not receiving BNT prior to concussion may include diminished quality of postconcussive care, which can have short-term and long-term social, health-related and educational impacts.

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Academic outcomes and accommodations following adolescent sport-related concussion: a pilot study

Cited by 14 publications

References 29 publications

Academic Performance Following Sport-Related Concussions in Children and Adolescents: A Scoping Review

Academic Performance Following Sport-Related Concussions in Children and Adolescents: A Scoping Review

Academic outcomes following adolescent sport-related concussion or fracture injury: A prospective cohort study

Disparities in baseline neurocognitive testing for student concussion management in Massachusetts high schools

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