Investigating the Student in Returning to Learn after Concussion: A Systematic Review and Meta-Analysis

Autor/inn/en	Pei, Yalian; Kemp, Amy M.; O'Brien, Katy H.
Titel	Investigating the Student in Returning to Learn after Concussion: A Systematic Review and Meta-Analysis
Quelle	In: Journal of School Health, 93 (2023) 7, S.594-620 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pei, Yalian) ORCID (Kemp, Amy M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13307
Schlagwörter	Head Injuries; Literature Reviews; Meta Analysis; Outcomes of Education; Student Attitudes; Attendance; Academic Achievement; Difficulty Level; Academic Accommodations (Disabilities); Elementary Secondary Education; Higher Education + Suchen Sie Ihr Suchwort? Kopfverletzung; Meta-analysis; Metaanalyse; Lernleistung; Schulerfolg; Schülerverhalten; Anwesenheit; Schulleistung; Schwierigkeitsgrad; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Purpose: Examine concussion effects on academic outcomes, including student perspectives. Methods: This study included a systematic review and meta-analysis examining post-concussion school attendance, academic performance, perceptions of academic difficulty, and accommodations for students in elementary through college settings. The analysis considered pre- and post-injury factors, along with injury factors that contribute to post-concussion academic outcomes. Results: The systematic review showed that students with concussion miss more school days and perceive higher levels of academic difficulty, but results about academic performance varied. Meta-analysis yielded small concussion effects on school absence and academic performance and moderate effects on perceptions of academic difficulty. Female sex, older age, history of migraine, prior concussions, severe or persistent symptoms, vestibular-ocular motor, and cognitive disruptions are risk factors, but these moderators were not identified in the meta-analysis due to lack of effect sizes. Implications for School Health Policy, Practice, and Equity: This study confirmed negative concussion effects on academic absences, performance, and perceptions of academic difficulty. Identified contributing factors will guide future practices to support students returning to learn after concussion. Conclusions: Negative impacts to academics from concussion may be amplified by complicating factors. Future investigations are needed to confirm risk factors and mitigating effects of early identification and post-injury supports. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01