Date of Graduation


Document Type


Degree Type



College of Education and Human Services


Counseling, Rehabilitation Counseling & Counseling Psychology

Committee Chair

Reagan Curtis

Committee Co-Chair

Diana Davis

Committee Member

Patricia Haught

Committee Member

Neal Shambaugh

Committee Member

M Cecil Smith

Committee Member

Steven Wheeler


The purpose of this study was to examine student athletes' perspectives in regard to return to learn following sport-related concussion. Data were collected through an online survey from student athletes; a subset of whom had a history of concussion. Student athletes who reported receiving education regarding the effects of concussion on classroom performance were more likely to report a concussion and receive accommodations for that concussion. Also, student athletes experiencing specific symptoms reported certain accommodations to be more or less beneficial with returning to the classroom following concussion. However, the presence of a return to learn policy at colleges did not improve the likelihood that student athletes received education on the effects of concussion on academic performance or improve concussion reporting and student athletes receiving accommodations while recovering from symptoms of concussion. Returning to the classroom prior to symptom resolution following concussion can have adverse effects on symptom recovery, learning, grades, and ultimately the livelihood of the student athletes. Colleges need to provide education specifically on the effect of concussion on classroom performance to increase the likelihood of student athletes reporting a suspected concussion to a school official. Student athletes who report concussion are more likely to receive accommodations when returning to the classroom that will enhance recovery without exacerbating symptoms.