Monitor physical activity and offer options to allow rest
Suggestion for implementing the strategy ‘Concussion: Support a return to learning and activity’
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Notice where support is needed
Notice where support is needed
Many of the symptoms of concussion can often be misinterpreted as negative behaviour.
Instead, these symptoms are signals that a brain is still healing and needs a supportive environment to aid recovery.
- Feeling tired
- Wants to sleep a lot
- Yawning; dozing off
- Late arriving
- Daydreaming; looking blank
- Doesn’t “seem like themself”
- Easily frustrated
- Shows no interest in playing
- Unusually emotional
- Sore head or other pains
Monitor fatigue, offer quiet zones
Monitor fatigue, offer quiet zones
A child or young person may have difficulty self-monitoring their level of fatigue.
Encourage timely breaks in quiet spaces.
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Useful teaching approaches
Useful teaching approaches
Set up an appropriate learning environment and select teaching approaches that support the recovery of a child or young person with a concussion.
Seek feedback on what’s helpful.
Adjust as needed.
- Provide the learner with access to a comfortable indoor or outdoor space to take a complete break or have a sleep.
- Give the learner the choice to work where they are most comfortable.
- Provide access to food and drink throughout the day.
- Provide spaces to play or study free from additional stimulation (sound, movement, bright light, clutter or a number of objects on desk).
- Provide opportunities to transition classes or activities early to avoid crowded spaces.
- Timetable the most important learning tasks at the times when the learner has the most energy.
- Include a mix of non-academic subjects and a focus on cognitive strengths.
- Reduce or modify workload expectations.
- Allow additional time to complete activities and assignments.
- Excuse the learner from less important activities.
- Give time to talk. Children and young people are often distressed and frustrated by their inability to perform.
Feed the hungry brain
Feed the hungry brain
Ensure children and young people can eat and drink whenever they need to.
Encourage a snack break whenever a child seems to be getting tired.
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Reflection questions
Reflection questions
Adjust and adapt for your own context.
- How will you monitor a child or young person’s level of fatigue?
- How will you offer rest stops?
- How will you ensure all staff are aware of a child or young person’s safety needs during break times and during play or sporting activities?
- What processes will you use to ensure that communication with the child or young person's whānau is effective and timely?
- Where might the design of the learning environment increase fatigue?
Useful resources
Useful resources
Fatigue management
Read time: 2 min
This leaflet provides suggestions and techniques for managing fatigue.
Publisher: Brain Injury NZ
Download PDF
Next steps
More suggestions for implementing the strategy “Concussion: Support a return to learning and activity”:
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Current page Monitor physical activity
Return to the guide “Supporting learners with acquired brain injury”
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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
