Academic Professionals’ Perspectives on Return to Learn Following Concussion in NCAA Student-Athletes

While evidence supports the gradual return to participation in collegiate athletics following a concussion, limited evidence exists of the return to learn (RTL) procedures for a successful return to the higher education classroom. The objective of this study was to determine what academic supports and hindrances are present for NCAA student-athletes during the RTL process following a concussion from academic professionals’ perspectives. In this qualitative study with purposive recruitment strategies, academic support professionals (5=female, 4=male, age=44.2±13.9 years, experience=11.6±10.4 years) and faculty athletic representatives (5=female, 5=male, age=48.6±7.8 years, experience=3.9±5.6 years) volunteered to complete virtual interviews. We conducted semistructured one-on-one interviews with academic support professionals and faculty athletic representatives to understand better their lived experiences supporting student-athletes during the RTL process. Communication, multidisciplinary collaboration, and student-athlete support were described as essential components of streamlined RTL. Participants also highlighted the importance of stakeholder education on concussions and the RTL process to facilitate collaborative care. Our work highlights the need for strong communication and collaboration that results in student support and informed stakeholders, ultimately facilitating successful RTL practices for student-athletes in higher education. Clearly defined institutional policies and procedures are needed regarding RTL.