Back to School after a Mild Brain Injury or Concussion

Back to School after a Mild Brain Injury or Concussion

Marilyn Lash, M.S.W., Ron Savage, Ed.D. and Roberta DePompei, Ph.D.
Tips on concussion and mild brain injury in children helps parents and educators recognize signs and symptoms in students of all ages. It describes how to help the student in the classroom, recognize changes in performance at school, and how to provide extra help and support at school.
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Full Description

Tips on concussion or mild brain injury in children describes possible effects on students at home and in school with tips for parents to identify symptoms and monitor recovery. It gives educators tips for teaching and assignments to support the student in school and identifies when extra help may be needed. There are suggestions for improving communication among school staff and with parents.

Suggest using this with the Concussion in Children Tip Card which has an 8 week post concussion checklist.

This tip card is included in the Concussion Tool Kit for Schools .

Learn more about how concussion affects the child and adolescent's brain in the DVD on Concussion and School.

Pages 8
Year Third edition, 2011


Marilyn Lash, M.S.W.

Ms Lash uses her social work experience and research in pediatric rehabilitation to develop sensitive and practical guides for families, educators, and professionals. Her specialty is helping families cope with the emotional impact of brain injury and developing strategies for negotiating the complex service system. Now President and Senior Editor of Lash and Associates Publishing/Training, she focuses on developing user friendly publications for families, educators, and clinicians.

Ron Savage, Ed.D.

Dr. Savage specializes in the impact of brain injury on behavior and learning in children and adolescents. His international recognition as author and presenter is based on practical experience as a rehabilitation clinician, educator and school administrator.

A leader in advocacy for children with brain injuries, Ron founded the Pediatric Task Force of the Brain Injury Association. He is a national leader in developing model programs and has given special attention to recognizing the effects of concussion among children, the consequences of brain injury upon behavior, and designing educational programs for students with brain injuries in the community.

Roberta DePompei, Ph.D.

Dr. DePompei is Department Chairman, Professor and Clinical Supervisor at the Speech and Hearing Center at the University of Akron in Ohio.

An advocate of the needs of youths with brain injuries and their families, she is on numerous national task forces and committees. Widely published and a national and international presenter, Dr. DePompei specializes in the impact of brain injury upon speech, language and communication. She is especially interested in developing transitional opportunities for youth as they progress through school and prepare for adulthood.


This tip card helps parents and educators...

  • help the student in the classroom
  • describe changes that occur in school
  • know when extra help is needed at school

Back to School

  • Changes seen at home and in school
  • Changes to watch for
  • Warning signs from school
  • Tips for helping the student

Coordinating communication

  • Tips for communicating



Sample excerpt. Preview only – please do not copy.

Changes seen at home and in school

Some parents worry that although their child looks all right, the child is not quite right or seems just a little different since getting hurt

Compare how the behaviors listed have changed since your child was hurt. These changes are a starting point for talking with teachers, the school nurse and your child’s doctor. Are any of these behaviors new for your child? Do some behaviors now occur more often or seem more intense.

Changes to watch for...

  • becomes restless or fussy
  • doesn’t pay attention
  • forgets things
  • gets mixed up about time and places
  • takes longer to get things done
  • doesn’t act the same during usual activities
  • reacts strangely to new situations
  • acts without thinking
  • becomes easily upset
  • loses temper a lot
  • tires easily or needs extra sleep
  • doesn’t see or hear as well
  • has problems with words or sentences
  • has a harder time learning new information.

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