DOI (Digital Object Identifier)
Leadership and Higher Education
Doctor of Education (Ed.D)
Dr. Mikela Bjork, Ph.D.
Dr. Jose Lalas, Ph.D.
Dr. Julia "Judy" Johnson, Ed.D.
education, concussion, return-to-learn
Educational Leadership | Educational Psychology
This dissertation examined the experiences of students who sustained a concussion while in high school and returned-to-learn with post-concussion symptoms, as well as the students’ parents and teachers. Return-to-learn (RTL) is a process through which students re-integrate into the classroom after a concussion. Through a phenomenological qualitative research study three students, four of their parents, and six of their teachers were interviewed to examine the academic, social and emotional implications of students returning to learn while enduring post-concussion symptoms. Implications from this study include the need to increase teacher, student, and parent education regarding concussion and to create a systematic communication process for working with students post-concussion.
Abell, Kathryn R., "Lived Experiences of Students, their Parents, and their Teachers regarding Students who Returned-to-Learn Post-Concussion: A Phenomenological Approach" (2019). Ed.D. Dissertations in Leadership for Educational Justice. 63.