Facilitating students’ return to school following a concussion: Perspectives of Canadian teachers and school administrators
AbstractAn estimated 20 percent of adolescents in North America have sustained a concussion. Teachers and school administrators are responsible for supporting following concussion to return to school. The purpose of this study was to describe the perspectives of Canadian teachers and school administ...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2023-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2257124 |
| _version_ | 1797390228255670272 |
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| author | Heather A. Shepherd Isla J. Shill Jeffrey G. Caron Nick Reed Keith Owen Yeates Kathryn J. Schneider Amanda M. Black Carolyn A. Emery |
| author_facet | Heather A. Shepherd Isla J. Shill Jeffrey G. Caron Nick Reed Keith Owen Yeates Kathryn J. Schneider Amanda M. Black Carolyn A. Emery |
| author_sort | Heather A. Shepherd |
| collection | DOAJ |
| description | AbstractAn estimated 20 percent of adolescents in North America have sustained a concussion. Teachers and school administrators are responsible for supporting following concussion to return to school. The purpose of this study was to describe the perspectives of Canadian teachers and school administrators with supporting returning to school post-concussion. This qualitative study was guided by an interpretivist philosophy. Semi-structured interviews with grades 7–12 teachers (n = 13) and school administrators (n = 5) were coded inductively and analysed using reflexive thematic analysis. We organized the data into five themes: 1) Educator roles differ for administrators and teachers; 2) Students’ symptoms affect their learning; 3) Students should have access to academic accommodations; 4) Students benefit from social support, compassion, and empathy; and 5) Concussion education and management processes are lagging. In Canada, teachers and administrators have different roles when supporting students returning to school after a concussion and those roles influence their engagement with the students and their awareness of students’ needs. Lack of concussion education and concussion management processes at schools may affect how students are supported following a concussion. Our findings can inform the development and implementation of supports to facilitate return to school for students following a concussion. |
| first_indexed | 2024-03-08T23:07:32Z |
| format | Article |
| id | doaj.art-96d1a755632743a4bb4c904a7524a477 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-08T23:07:32Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-96d1a755632743a4bb4c904a7524a4772023-12-15T10:31:09ZengTaylor & Francis GroupCogent Education2331-186X2023-12-0110210.1080/2331186X.2023.2257124Facilitating students’ return to school following a concussion: Perspectives of Canadian teachers and school administratorsHeather A. Shepherd0Isla J. Shill1Jeffrey G. Caron2Nick Reed3Keith Owen Yeates4Kathryn J. Schneider5Amanda M. Black6Carolyn A. Emery7Sport Injury Prevention Research Centre, Faculty of Kinesiology, University of Calgary, Calgary, Alberta, CanadaSport Injury Prevention Research Centre, Faculty of Kinesiology, University of Calgary, Calgary, Alberta, CanadaSchool of Kinesiology and Physical Activity Sciences, Faculty of Medicine, Université de Montréal, Montreal, Quebec, CanadaDepartment of Occupational Science and Occupational Therapy, University of Toronto, Toronto, Ontario, CanadaAlberta Children’s Hospital Research Institute, University of Calgary, Calgary, Alberta, CanadaSport Injury Prevention Research Centre, Faculty of Kinesiology, University of Calgary, Calgary, Alberta, CanadaSport Injury Prevention Research Centre, Faculty of Kinesiology, University of Calgary, Calgary, Alberta, CanadaSport Injury Prevention Research Centre, Faculty of Kinesiology, University of Calgary, Calgary, Alberta, CanadaAbstractAn estimated 20 percent of adolescents in North America have sustained a concussion. Teachers and school administrators are responsible for supporting following concussion to return to school. The purpose of this study was to describe the perspectives of Canadian teachers and school administrators with supporting returning to school post-concussion. This qualitative study was guided by an interpretivist philosophy. Semi-structured interviews with grades 7–12 teachers (n = 13) and school administrators (n = 5) were coded inductively and analysed using reflexive thematic analysis. We organized the data into five themes: 1) Educator roles differ for administrators and teachers; 2) Students’ symptoms affect their learning; 3) Students should have access to academic accommodations; 4) Students benefit from social support, compassion, and empathy; and 5) Concussion education and management processes are lagging. In Canada, teachers and administrators have different roles when supporting students returning to school after a concussion and those roles influence their engagement with the students and their awareness of students’ needs. Lack of concussion education and concussion management processes at schools may affect how students are supported following a concussion. Our findings can inform the development and implementation of supports to facilitate return to school for students following a concussion.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2257124studentconcussionreturn to schoolreflexive thematic analysiseducatorqualitative |
| spellingShingle | Heather A. Shepherd Isla J. Shill Jeffrey G. Caron Nick Reed Keith Owen Yeates Kathryn J. Schneider Amanda M. Black Carolyn A. Emery Facilitating students’ return to school following a concussion: Perspectives of Canadian teachers and school administrators Cogent Education student concussion return to school reflexive thematic analysis educator qualitative |
| title | Facilitating students’ return to school following a concussion: Perspectives of Canadian teachers and school administrators |
| title_full | Facilitating students’ return to school following a concussion: Perspectives of Canadian teachers and school administrators |
| title_fullStr | Facilitating students’ return to school following a concussion: Perspectives of Canadian teachers and school administrators |
| title_full_unstemmed | Facilitating students’ return to school following a concussion: Perspectives of Canadian teachers and school administrators |
| title_short | Facilitating students’ return to school following a concussion: Perspectives of Canadian teachers and school administrators |
| title_sort | facilitating students return to school following a concussion perspectives of canadian teachers and school administrators |
| topic | student concussion return to school reflexive thematic analysis educator qualitative |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2257124 |
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