Signs and Symptoms of a Concussion and the Strategies to Help in the School Setting
| Sign/Symptom . | Potential Adjustments in School Setting . |
|---|---|
| Headache | Frequent breaks |
| Identifying aggravators and reducing exposure to them | |
| Rests, planned or as needed, in nurses office or quiet area | |
| Dizziness | Allow student to put head down if symptoms worsen |
| Give student early dismissal from class and extra time to get from class to class to avoid crowded hallways | |
| Visual symptoms: light sensitivity, double vision, blurry vision | Reduce exposure to computers, smart boards, videos |
| Reduce brightness on the screens | |
| Allow the student to wear a hat or sunglasses in school | |
| Consider use of audiotapes of books | |
| Turn off fluorescent lights as needed | |
| Seat student closer to the center of classroom activities (blurry vision) | |
| Cover 1 eye with patch/tape 1 lens if glasses are worn (double vision) | |
| Noise sensitivity | Allow the student to have lunch in quiet area with a classmate |
| Limit or avoid band, choir, or shop classes | |
| Avoid noisy gyms and organized sports practices/games | |
| Consideration of the use of earplugs | |
| Give student early dismissal from class and extra time to get from class to class to avoid crowded hallways during pass time | |
| Difficulty concentrating or remembering | Avoid testing or completion of major projects during recovery when possible |
| Provide extra time to complete nonstandardized tests | |
| Postpone standardized testing (may require that 504 plan is in place) | |
| Consider 1 test per day during exam periods | |
| Consider the use of preprinted notes, notetaker, scribe, or reader for oral test taking | |
| Sleep disturbances | Allow for late start or shortened school day to catch up on sleep |
| Allow rest breaks |
| Sign/Symptom . | Potential Adjustments in School Setting . |
|---|---|
| Headache | Frequent breaks |
| Identifying aggravators and reducing exposure to them | |
| Rests, planned or as needed, in nurses office or quiet area | |
| Dizziness | Allow student to put head down if symptoms worsen |
| Give student early dismissal from class and extra time to get from class to class to avoid crowded hallways | |
| Visual symptoms: light sensitivity, double vision, blurry vision | Reduce exposure to computers, smart boards, videos |
| Reduce brightness on the screens | |
| Allow the student to wear a hat or sunglasses in school | |
| Consider use of audiotapes of books | |
| Turn off fluorescent lights as needed | |
| Seat student closer to the center of classroom activities (blurry vision) | |
| Cover 1 eye with patch/tape 1 lens if glasses are worn (double vision) | |
| Noise sensitivity | Allow the student to have lunch in quiet area with a classmate |
| Limit or avoid band, choir, or shop classes | |
| Avoid noisy gyms and organized sports practices/games | |
| Consideration of the use of earplugs | |
| Give student early dismissal from class and extra time to get from class to class to avoid crowded hallways during pass time | |
| Difficulty concentrating or remembering | Avoid testing or completion of major projects during recovery when possible |
| Provide extra time to complete nonstandardized tests | |
| Postpone standardized testing (may require that 504 plan is in place) | |
| Consider 1 test per day during exam periods | |
| Consider the use of preprinted notes, notetaker, scribe, or reader for oral test taking | |
| Sleep disturbances | Allow for late start or shortened school day to catch up on sleep |
| Allow rest breaks |