Publication Date

4-30-2019

DOI (Digital Object Identifier)

10.26716/redlands/doctor/2019.6

Department

Leadership and Higher Education

Degree

Doctor of Education (Ed.D)

Dissertation Chair

Dr. Mikela Bjork, Ph.D.

Committee Members

Dr. Jose Lalas, Ph.D.

Dr. Julia "Judy" Johnson, Ed.D.

Keywords

education, concussion, return-to-learn

Disciplines

Educational Leadership | Educational Psychology

Abstract

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.

Comments

© 2019 Kathryn R. Abell

All Rights Reserved

ISBN: 9781392061800

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