What Every Superintendent Needs to Know About the Long-Term Effects of Concussions

Concussions are a serious concern for educators and parents alike. While immediate symptoms like headaches and dizziness are well-known, the long-term effects of concussions are less understood. As a superintendent, it’s important to have a thorough understanding of the potential long-term effects of concussions so that you can take the necessary steps to support students who have experienced one.

 

The Long-Term Effects of Concussions

Individuals who have experienced concussions are at increased risk of developing long-term health problems, including Second-Impact Syndrome (SIS), Post-Concussion Syndrome (PCS), and Chronic Traumatic Encephalopathy (CTE). It’s important to note that even mild concussions can have lasting impacts.

Second-Impact Syndrome

Second-Impact Syndrome is a rare but often fatal condition that most often occurs in those under the age of 19. SIS occurs when someone suffers a second blow to the head while still healing from a first concussion. It is very serious and can result in permanent brain damage, paralysis, or death.

Post-Concussion Syndrome

Post-concussion syndrome occurs when symptoms of a concussion last for weeks, months, or even years, after the initial injury. Symptoms of post-concussion syndrome can include headaches, dizziness, fatigue, and difficulty concentrating.

The Cleveland Clinic shares,

“Studies estimate that about 15% of people with a concussion will also experience PCS. However, researchers also have strong reason to believe that’s an underestimation.”

Chronic Traumatic Encephalopathy

Chronic traumatic encephalopathy (CTE) is a severe long-term effect of concussions that has gained more attention in recent years. It is a degenerative brain disease caused by repeated head trauma, such as concussions. Symptoms of CTE can include memory loss, depression, and dementia.

Science.org shares a 2019 study that found, “the likelihood of developing CTE was 2.6 times as high for football players as for nonathletes, the researchers found, but more than 13 times as high for football players who continued beyond the high school level, compared with nonathletes.”

Although it can take decades for CTE to develop, it’s important for coaches, educators, and administrators to keep in mind how serious the implications of concussions can be to the life of a student, and how important proper recovery is.

 

Reintroducing Students to the Classroom

Reintroducing students who have experienced concussions to the classroom can be a challenging process, but it’s important to ensure that students receive the support they need to succeed academically and socially. Here are some strategies that educators can use to help reintroduce students to the classroom:

1. Training for All Educators, Coaches, and Staff

One of the most important things superintendents can do is provide education and training on concussions to coaches, teachers, and staff. This education should include how to identify signs and symptoms of concussions, the importance of seeking medical attention, proper reporting protocol, how to manage them when they occur, and how to support a concussed student in the classroom.

The CDC cites a study published in Am J Sports Med which “found that nearly 70% of athletes continued to play with concussion symptoms.” This highlights the importance of education and awareness among coaches and athletic staff.

2. Encourage Proper Reporting and Documentation

Once a concussion is suspected, students should be removed from physical activity immediately and evaluated by a qualified healthcare professional. The incident should be reported to all appropriate parties, and the post-concussion treatment should be documented. This can help prevent further damage, ensure that the student receives proper treatment and management, and prevent legal implications for your district.

3. Create a Return-to-Learn Policy

A Return-to-Learn Policy should be developed to support students in reintegrating into the classroom after a concussion. The policy should include guidelines for when a student can return to school and what accommodation may be necessary.

The American Academy of Pediatrics recommends that if a student’s symptoms affect their ability to concentrate or tolerate stimulation for 30 minutes or less, they should remain at home. They can return to school when they can tolerate learning activities for approximately 30- to 45- minute increments.

Nationwide Children’s also provides a Return-to-School Framework including five phases:

• Phase One: No School
• Phase Two: Half-day attendance with accommodations
• Phase Three: Full-day attendance with accommodations
• Phase Four: Full-day attendance without accommodations
• Phase 5: Full school and extra-curricular activities

4. Designate a Concussion Contact

Properly managing a student with a concussion involves a lot of parties, including coaches, educators, staff, parents, and healthcare providers. Designating a point of contact to manage communication can help ensure the student’s care plan is executed correctly.

The concussion contact should be notified as soon as a student suffers a concussion and would provide written notification of the concussion to any staff member needing to be informed of the concussion. This written notification can include:

• A student’s diagnosis and recommendations from his or her health care provider (if available)
• Symptoms that parent(s) and teachers should be watching for
• Specific guidelines for physical activity the student may participate in
• A list of supports for possible health and academic needs
• Procedures for documenting the symptoms and effects of the concussion and any accommodations used
• Resources for staff and parents to address their questions and concerns

5. Implement a Multi-Disciplinary Team

Since concussions can impact students academically, physically, and emotionally, it’s important to take a holistic approach to their recovery and support. This team should include anyone involved in the student’s treatment or day-to-day activities, including:

• Parents or Guardians
• Health Care Professionals
• Physical Activity (coaches and/or physical education)
• Academic Team

The CDC shares that “if symptoms persist, a 504 meeting may be called.”

As a superintendent, it’s important to be aware of the potential long-term effects of concussions and to take steps to support students who have experienced one. Superintendents and administrators play a critical role in reintroducing students to the classroom by ensuring all educators, staff and coaches are up to date on concussion training, ensuring proper reporting and documentation, creating and adhering to post-concussion policies, designating a concussion contact, and approaching concussion recovery holistically. By working together, administrators, educators, coaches, health care providers and parents can help students with concussions thrive academically, socially, and emotionally.