The Development of a Return to Learn Protocol for the Anchorage School District

Abstract

Each year in the pediatric population, there are over five hundred thousand emergency room visits for concussion (Meckler, 2014). Children and adolescents who suffer from concussion require longer recovery periods and may experience greater cognitive dysfunction than adults (Marsh, Fraser, & Marsh, 2013). The proper management of the cognitive effects of pediatric concussion is essential, given the large amount of time children and adolescents spend in the academic setting. The purpose of this academic project was to critically appraise the current literature for the highest level of evidence related to the management of the cognitive symptoms of pediatric concussion. The information gained from this critical appraisal of the literature was utilized to develop an evidence-based return to learn protocol for the Anchorage School District; focused on management of the cognitive symptoms of pediatric concussion in the academic setting.