Implementation of Return to Learn in Secondary and High Schools - A Critically Appraised Topic
Location
Turner Gymnasium
Access Type
Campus Access Only
Presentation Type
Digital poster
Entry Number
40
Start Date
4-16-2026 12:00 PM
End Date
4-16-2026 1:15 PM
School
School of Medicine and Health Sciences
Department
Athletic Training
Abstract
Context: Concussions among adolescents are a significant public health concern, with approximately 20% of students sustaining an injury that can be detrimental to learning and school engagement.2,4 Objective: This Critically Appraised Topic (CAT) evaluated the best evidence regarding the implementation of school-based academic support policies for students who are returning to learn (RTL). Methods: A systematic search identified six relevant peer-interviewed sources, including qualitative explorations of student experiences and cross-sectional surveys of school stakeholders such as nurses, teachers, and athletic trainers.1,2,3,4,5,6 Evidence was appraised using the Strength of Recommendation Taxonomy (SORT). Results: Current evidence (Levels 2 and 3) indicates that academic accommodations- such as rest breaks, extra time for testing, and postponed deadlines are perceived as highly effective by educators.2,4 However, a significant gap exists in standardized policy implementation. Many schools lack formal RTL protocols, leading to unclear communication channels and student frustration.2,4 Conclusions: A multidisciplinary approach involving athletic trainers as clinical academic liaisons is essential to support students' biopsychosocial needs during recovery.3,5,6
Primary Faculty Mentor(s)
Dr. Tom Bowman
Primary Faculty Mentor(s) Department
University of Lynchburg Master's in Athletic Training
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Implementation of Return to Learn in Secondary and High Schools - A Critically Appraised Topic
Turner Gymnasium
Context: Concussions among adolescents are a significant public health concern, with approximately 20% of students sustaining an injury that can be detrimental to learning and school engagement.2,4 Objective: This Critically Appraised Topic (CAT) evaluated the best evidence regarding the implementation of school-based academic support policies for students who are returning to learn (RTL). Methods: A systematic search identified six relevant peer-interviewed sources, including qualitative explorations of student experiences and cross-sectional surveys of school stakeholders such as nurses, teachers, and athletic trainers.1,2,3,4,5,6 Evidence was appraised using the Strength of Recommendation Taxonomy (SORT). Results: Current evidence (Levels 2 and 3) indicates that academic accommodations- such as rest breaks, extra time for testing, and postponed deadlines are perceived as highly effective by educators.2,4 However, a significant gap exists in standardized policy implementation. Many schools lack formal RTL protocols, leading to unclear communication channels and student frustration.2,4 Conclusions: A multidisciplinary approach involving athletic trainers as clinical academic liaisons is essential to support students' biopsychosocial needs during recovery.3,5,6