Date of Award

8-2019

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational and School Psychology

First Advisor

Mark R. McGowan

Second Advisor

Lynanne Black

Third Advisor

Jenna Hennessey

Fourth Advisor

Timothy Runge

Fifth Advisor

Karen Laugel

Abstract

The purpose of this study was to examine the comprehensiveness of Return to Learn (RTL) policies within Connecticut Public Schools. A secondary purpose of this study was to evaluate group differences in concussion knowledge between classroom teachers in schools with and without RTL policies. Results from this study suggest that within public schools in the state of Connecticut, RTL policies are uncommon. Similarly, of the identified policies, there is a significant difference in comprehensiveness between academic and medical intervention offered to students following a concussion. In addition to unveiling underdeveloped policies and procedures to support students academically following a concussion, this project also attempted to ascertain whether teacher concussion knowledge is impacted by the presence or absences of an RTL policy. The results from the present analysis regarding teacher knowledge are unclear. However, additional research regarding teacher education for concussion intervention is imperative. Results from this study as well as recent research indicate that most states within the United States have limited academic resources available to students following a concussion. These limitations place state and local school districts in a challenging position of supporting students in their classrooms. It is indisputable that students who sustain a concussion require appropriate academic and medical intervention upon their return to school.

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