Develop a plan of support
Suggestion for implementing the strategy ‘Concussion: Support a return to learning and activity’
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Overview
Overview
Every concussion impacts on learning and wellbeing.
A "return to learning" and a "return to activity" plan will be needed for each individual following a concussion.
Design with whānau.
Closed Captions
Develop a return to learning plan
Develop a return to learning plan
A return to learning plan has 3 components.
1. Stepped progression
A typical Return to Learning Plan usually:
- starts with a couple of days at home
- progresses to partial days at school
- works up to full days at school.
Be aware that anything that taxes the brain, including reading, texting, using computers or mobile devices, and listening to audio recordings or music, can negatively affect recovery.
2. Personal adjustments
Make adjustments like limiting homework, having a classmate take notes, or finding a darker, quieter spot for the child or young person to play, work, or rest. (See suggested accommodations in Academic adjustments following concussion)
3. Whole-class approaches
Identify adjustments that can be embedded in the usual centre or classroom routine, rather than singling out the child or young person. These will often be valuable for others as well.
Source: Adapted from Brain 101: The concussion playbook (opens in a new tab/window)
Develop a return-to-physical-activity plan
Develop a return-to-physical-activity plan
Design a gradual return to activities, sports and play with whanau.
List the steps to safely get back to full activity.
![11591 [Return-to-activity-from-a-concussion-mild-traumatic-brain-injury.png]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Return-to-activity-from-a-concussion-mild-traumatic-brain-injury__ScaleMaxWidthWzEwODZd.png)
Reduce risk of second impact syndrome
Reduce risk of second impact syndrome
Set rigourous boundaries around safety.
Returning to activity too soon increases the risk of a second concussion, which can result in serious injury.
![11629 [girl-on-climbing-frame-https-pixabay2.com-en-girl-children-s-games-climbing-597503-.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/girl-on-climbing-frame-https-pixabay2__ScaleMaxWidthWzEwODZd.com-en-girl-children-s-games-climbing-597503-.jpg)
Reflection questions for key contact person
Reflection questions for key contact person
By facilitating a collaborative team approach to concussion management, a staff team can positively contribute to a child's recovery.
Consider how you will:
- Develop the return-to-learning and return-to-activity plans with the child and their whānau.
- Monitor and communicate progress towards recovery between home and school.
- Provide a key contact for the child or young person and whānau when they need someone to talk to.
- Make staff aware of how to provide assistance and ensure safety.
- Coordinate scaling activity or workload up and down (sometimes children and young people will do fine for a while and then need to drop back a step).
- Oversee the individualising of supports.
- Coordinate the management of medication.
- Watch for new or recurring symptoms.
- Monitor the child or young person’s levels of anxiety and frustration.
Source: Brain 101: The concussion playbook (opens in a new tab/window)
Useful resources
Useful resources
Returning to activity from a concussion/mild traumatic brain injury
Read time: 1 min
This booklet outlines a programme for a child or young person to return to activities and sport following a concussion or mild traumatic brain injury.
Publisher: Starship Hospital and ACC
Download PDF
Concussion protocol resources for schools
These resources will support educators to develop and implement evidence-based, best-practice concussion protocols based on the Canadian Guideline on Concussion in Sport.
Publisher: Parachute Canada
BCCFA – Returning to school after a concussion
In this video Robyn Littleford of the GF Strong Rehabilitation Centre talks about returning to school after a concussion.
Publisher: BC Centre for Ability
Next steps
More suggestions for implementing the strategy “Concussion: Support a return to learning and activity”:
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Current page Develop a plan of support
Return to the guide “Supporting learners with acquired brain injury”
![11650 [Brain-injury-guide-photo.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/guides/featured-images/Brain-injury-guide-photo__FillWzIwOCwyMDhd.jpg)
Acquired brain injury and learning
How to use this site
Guide to Index of the guide: Acquired brain injury and learning
Understand:
- Understand the basics about ABI
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Understand impacts on learning and wellbeingShow suggestions for Understand impacts on learning and wellbeing
Strategies for action:
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Review leadership and governance responsibilitiesShow suggestions for Review leadership and governance responsibilities
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Concussion: Support a return to learning and activityShow suggestions for Concussion: Support a return to learning and activity
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Traumatic brain injury (TBI): Support a return to learning and activityShow suggestions for Traumatic brain injury (TBI): Support a return to learning and activity
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Non-traumatic brain injury: Support a return to learning and activityShow suggestions for Non-traumatic brain injury: Support a return to learning and activity
