Mitzel, E. L., Jr. (2024). How are Maryland athletes managed for their successful return to the classroom following sports-related concussions: A quantitative review from Maryland school administrators’ perspective ? (Publication No. 31292492) [Doctoral dissertation, Notre Dame of Maryland University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/3073058166

Specific accommodations were not examined; instead, the focus was on the presence of return to learn (RTL) protocols and guidelines to support students’ return to the classroom following sports-related concussions.

School administrators (116 principals and assistant principals) from Maryland middle and high schools participated in a survey.

A researcher-developed survey examined school administrators' resources, knowledge, and practices regarding management of student athletes returning to the classroom after concussion. The 30-item survey collected data on concussion management training, presence of RTL plans, academic accommodations provided, and barriers to implementation.

Only 50% of administrators reported having concussion management training available, with mandatory training and participation significantly associated with having a Return to Learn (RTL) plan in place. While 57.8% of schools reported having an RTL plan, only 22% had a comprehensive plan, with high schools more likely than middle schools to have plans. The most frequent accommodations provided were extended time for homework, minimized homework , rest breaks, and extended testing time, while common school day adjustments included early dismissal and reduced screen time. Communication was identified as the largest barrier to implementation, and notably, over one-third of administrators were unaware of what accommodations were being provided to students in their schools.