Sample Strategies and/or Approaches for Students

The Sample Potential Strategies and/or Approaches for Students Tool has been developed to help teachers connect the possible concussion-related symptoms identified in the Sample Tool to Identify of a Suspected Concussion with potential strategies and/or approaches that can be used for students in the education setting.

Headaches

• Allow for more frequent breaks during the school day (for example, rest, hydration).
• Find a quieter location to work.

Dizziness

• Provide a calm environment without multiple distractions.

Fatigue or low energy (sleeping more or less than usual)

• Allow for rest breaks.
• Plan a daily schedule with a variety of classes with different levels of difficulty interspersed (for example, difficult vs. less difficult).

Vision problems (sensitivity to lights)

• Avoid fluorescent lights when possible.
• Decrease brightness on computers, smart phones, tablets.
• Limit time on computers, electronic gaming devices.
• Where possible, provide sunglasses.

Noise sensitivity, hearing issues causing irritability (gymnasiums, music)

• Avoid loud classroom activities (for example, physical education, music, technological education).
• Provide a quiet and calm environment without distractions.
• Avoid noisy crowded environments (for example, assemblies, hallways during high traffic times).
• Allow the student to eat lunch in a quiet area with a few friends.
• Where possible, provide ear plugs/headphones.

More irritable in the classroom

• Acknowledge and empathize with the student’s frustration, anger, or emotional outburst, if and as they occur.
• Anticipate and remove the student from a problem situation (without characterizing it as punishment).
• Provide a clear schedule for the day.
• Reinforce positive behaviour.
• Provide structure and consistency and prepare the student for change and transitions.
• Establish agreed-upon expectations.

Feeling anxious or nervous (instead of tense)

• Provide time for rest during the day.
• Provide a clear schedule of activities for the day.
• Reduce workload.
• Provide structure and consistency and prepare the student for change and transitions.
• Allow for more frequent breaks during the school day (for example, rest, hydration).

Easily overwhelmed by school requirements or activities

• Allow the student to have frequent breaks or return to school gradually (for example, one to two hours, half-days, late starts).
• Reduce the student’s schedule to a reasonable workload that can be successfully accomplished.
• Add activities only when success is demonstrated.
• Provide the student with preparation time to respond to questions.
• Reduce or eliminate homework.

Feeling depressed or student is withdrawing

• Point out strengths and successes during each day.
• Build time into class/school day for socializing with peers.
• Partner student with a “buddy” for assignments or activities.

Difficulty concentrating and/or paying attention (for example, asks for things to be repeated)

• Provide visual aids/cues and/or advance organizers (for example, visual cueing, non-verbal signs).
• Provide information/instructions in smaller chunks.
• Reduce length of tasks/assignments/assessments or do not give any.
• Check-in frequently for comprehension.
• Keep distractions to a minimum (for example, limit materials on the student’s desk, move the student away from bright lights or noisy areas).

Difficulty remembering and/or slow to process information (verbally or written)

• Allow additional time for response.
• Ensure instructions are clear (for example, simplify directions, have the student repeat directions back).
• Reduce and/or prioritize tasks and use a planner/organizer to manage and record daily/weekly homework and assignments.
• Support note taking (for example, provide a copy of the notes, use voice-to-text apps, assign peer note takers).
• Coordinate assignments and projects among all teachers.

Difficulty with general classroom tasks/management (for example, workload, word finding/naming (vocabulary) difficulty)

• Consider limiting tests to one per day.
• Extend deadlines or break down tasks.
• Provide alternative tasks/assignments and/or methods for the student to demonstrate mastery.
• Provide alternative assessment opportunities (for example, give tests orally, allow the student to dictate responses to tests or assignments, provide access to technology).
• Pre-teach new vocabulary and cue using categorization and association.

Adapted from Davis GA, Purcell LK. The evaluation and management of acute concussion differs in young children. Br J Sports Med. Published Online First 23 April 2013 doi:10.1136/bjsports-2012-092132