Abstract

Teachers play an important role in facilitating a student’s return to school after a concussion. Currently, there is limited evidence on teachers’ experiences and their role in managing concussions in the classroom. This study investigated teachers’ perceived knowledge and confidence regarding concussion recognition and management. A cross-sectional design was used for this online survey of secondary school teachers in the United States. Practicing teachers self-reported being moderately knowledgeable and confident in their knowledge of concussion signs and symptoms. Whereas teachers were moderately knowledgeable and confident in their knowledge of academic support strategies after a student’s concussion, teachers were minimally knowledgeable and confident in their knowledge of the criteria for the student’s return to school and activity. Personal history of concussion and participation in formal concussion education were associated with increases in teachers’ perceived knowledge and confidence regarding concussion and its management process. Overall, teachers believed it was important to learn about concussions to support a student’s return to school. Therefore, integration of concussion education into preservice teacher education programs and in-service trainings is recommended. Providing teachers with practical resources on academic adjustments can enhance the support provided to symptomatic students, reduce misconceptions about concussion, and facilitate dialogue among stakeholders involved in the management of concussions.

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