The Experiences of Collegiate Professors in Providing Academic Accommodations to Students Who Have Suffered a Concussion

Context: Return to Learn is a popular policy that institutions have adopted to help students re-integrate back into the classroom after suffering a concussion. Although a popular policy, and required by some universities, students do not always obtain accommodations for their concussions. While several factors could prevent students from receiving accommodation, one specific cited barrier has been the collegiate professor. Objective: To investigate the experiences of collegiate professors in providing academic accommodations for students who suffer concussions. Design: Qualitative studyPatients or Other Participants: Eleven collegiate professors, from two universities, with similar population demographics.Data Collection and Analysis: Participants choose to participate in one semi-structured interview, focus group, or both, to be recorded and transcribed for inductive coding and thematic analysis. Results: Findings promoted three major themes: Unaware of Policies, Lack of Confidence, and Frustration. Secondary themes identified deficiencies in communication, unprovided resources, and a lack of knowledge of concussion policy. All themes frame the various struggles and frustration professors have experienced when providing accommodations to students suffering a concussion. Conclusions: College professors are depended on to support their students and provide them with the accommodations they need; however, professors have not had positive experiences when called upon to assist. College professors have not been presented with or made aware of policies and procedures that would assist in providing accommodations to their students. This has led to frustration with the lack of support and lack of communication that would aid their confidence in providing the accommodations necessary for student success.