Concussion Education & Management
Revised July 28, 2025
SECTION I: Introduction & Definitions
Loomis Chaffee is committed to ensuring that students who sustain concussions are properly diagnosed, given adequate time to heal, and are comprehensively supported during the healing process and subsequent return to normal academic and extracurricular activities.
The following policies and procedures apply to all Loomis Chaffee students who are suspected to have suffered a concussion or who have been diagnosed with a concussion as a result of activity on or off campus, regardless of sport participation. The purpose of this document is two-fold: educate school personnel, parents, and students on the effects of concussions and related injuries; and clarify concussion assessment, management policies, and procedures at the school.
The following terminology is referenced in this document:
Concussion A concussion is a type of traumatic brain injury (TBI) defined as a transient alteration in brain function caused by trauma either by a direct blow to the head or an indirect blow to the body that transmits force to the brain. Concussion symptoms may result in pathophysiologic changes, but acute clinical symptoms reflect a functional disturbance rather than structural injury. In essence, a concussion is a brain trauma that interrupts normal cognitive activities.
Second Impact Syndrome Second impact syndrome occurs when a student suffers a second traumatic brain injury without full recovery from an initial brain injury, that in combination could cause rapid brain swelling, and in extreme cases permanent brain damage or death. Many times, this occurs because the student has returned to activity before their first injury symptoms resolve.
Sway Medical Sway Medical is a mobile platform and FDA Class II medical device designed to objectively measure balance, cognition, and function. It is used by healthcare providers to perform concussion baseline testing, symptom monitoring, sideline evaluation, and return-to-sport decisions.
Return-to-Sport protocol (RTS) a process of structured guidelines used to assess and support a student who is recovering from a concussion in determining readiness to return to normal activity through participation in supervised exercise and practice.
Return-to-Learn protocol (RTL) a process that helps guide students back from a formal concussion leave to their normal academic activities
Post-Concussion Syndrome a range of physical, cognitive, and emotional symptoms that can persist for extended periods of time after a concussion, as represented by symptoms listed in Section 4.
Chronic Traumatic Encephalopathy (CTE) CTE is a progressive neurodegenerative disease linked to repetitive trauma to the brain. Encephalopathy symptoms can include but are not limited to memory loss, confusion, impaired judgement, impulse control, aggression, depression, and eventually progressive dementia. There is no conclusive way to diagnose CTE while a person is alive.
Traumatic Encephalopathy Syndrome (TES) TES is the clinical syndrome associated with CTE that includes symptoms of cognitive impairment, memory and executive dysfunction, neurobehavioral dysregulation, impulsivity, explosivity, and emotional dysregulation.
Licensed Health Care Professional able to diagnose, treat, and discharge from concussions. In Connecticut, licensed health care professionals able to diagnose, treat, and discharge from concussions are physicians (MD), physician assistants (PA), advanced practice registered nurses (APRN), and certified athletic trainers (ATC).
Sports Concussion Assessment Tool, V.6 (SCAT-6) SCAT-6 is a standardized concussion evaluation tool used by health care professionals.
Concussion Committee
At Loomis Chaffee the Concussion Committee, chaired by the director of studies/dean of academics and curriculum, includes the associate directors of studies, director of learning access and student achievement, director of counseling, director of health services and/or medical director, a dean of students, and the head athletic trainer. This group meets monthly to discuss concussion cases, policies, and protocols.
SECTION II: Concussion Prevention & Education
All Loomis Chaffee faculty, staff, families, and students will be provided educational materials regarding concussion policies, protocols, and management Information may be presented in the forms of printed and online documentation or in-person training sessions using such resources as the Center for Disease Control’s Heads Up Educational program and other guidelines for proper recognition and management of concussions, including return to learning (RTL) and return to sport or activity (RTS) protocols.
Loomis Chaffee is committed to the safety and well-being of students and student-athletes by remaining forward thinking about and aware of the rise of TES and CTE in high school students. Though we understand the correlation between repetitive head impacts and TES/CTE, research is still limited on the potential long-term effects of repetitive head impacts in high school students. As an institution, and through the work of the Concussion Committee, we will continue to review, address, and provide education on the potential long-term effects of TES/CTE.
Health History is an important part of ensuring student wellness. Students and parents should list previous concussions/head injuries under the “Other Health Conditions” section on the vital Health History in the Magnus portal as well as authorize its inclusion on the student’s physical examination. A review of concussion history will be performed by the Loomis Chaffee Health Center and athletic training staff. Knowledge of previous concussions can help the licensed health care professionals provide the best possible care should another concussion occur while attending Loomis Chaffee. Prior history of concussion will be taken into consideration when making a return to sport/activity decision, for example the number of concussions in a lifetime, severity of concussion symptoms, etc. Concussion history will not by itself excuse a student from activity participation unless deemed medically necessary by a physician.
Students must wear all the required protective equipment for their sport of choice. Students are expected to participate in a helmet-fitting by a licensed health care professional before use in sport. Based on current research, helmets are not shown to reduce risk of concussion; however, helmets can reduce the risk of skull fracture or other external head injury. Additionally, based on current research, mouth guards are not shown to reduce risk of concussion; however, properly worn mouth guards can reduce the risk of significant dental-oral injury.
SECTION III: Sway Medical
Sway Medical is an FDA Class II medical device used by Loomis Chaffee to assess and manage concussions and head injuries. Using the Sway mobile application, students will be assessed on their cognitive function and balance through a battery of tests including balance, reaction time, memory, and impulse control. Each student will perform a baseline test on Sway upon entry to Loomis Chaffee. Students will additionally complete an updated baseline test at the beginning of their junior year. In the event of a head injury or diagnosed concussion, and in addition to a healthcare provider’s exam, a student will be required to perform a post-concussive sideline assessment to compare to their baseline. If a baseline is not available, then scores will be compared to the national averages provided by Sway Medical.
SECTION IV: Signs and Symptoms of a Suspected Concussion
Signs and symptoms of a concussion may have a rapid onset, but it is common for symptoms to arise hours or days after the initial injury. Below is a list of commonly observed or described signs and symptoms of a suspected concussion. A student presenting with any of the following shall be referred to a licensed health care professional for evaluation.
Observable signs:
• Loss of consciousness (LOC)
• Nausea or vomiting
• Dizziness
• Delayed verbal/motor response
• Blank or vacant stare
• Memory deficits
• Confusion or inability to focus
• Disorientation
• Balance problems
• Emotions out of proportion to circumstance
Self-Reported Symptoms:
• Headache or head pressure
• Blurred vision
• Fatigue or low energy
• Feeling slowed or “in a fog”
• Emotional changes
• Sleep Disturbances
• Difficulty concentrating
• Difficulty remembering
• Light or noise sensitivity
• Irritability or anxiousness
SECTION V: Acute Concussion Assessment
All suspected concussions will be evaluated by a Loomis Chaffee licensed health care professional. The evaluation will include scoring the severity of signs and symptoms, cognitive and neurological assessment, vestibular testing, and ocular motor testing via the SCAT-6. Any student presenting with signs or symptoms of a concussion is immediately removed from current activity and evaluated.
Red Flag Symptoms
A student who presents with the following “Red Flag” symptoms will be transported to a level 1 emergency room (ER) for the most comprehensive trauma care:
• Seizures
• Repetitive vomiting
• Headache that worsens significantly
• Increasing confusion
• Abnormal Drowsiness
• Changes in state of consciousness
• Weakness or numbness
• Inability to recognize people/places
If a concussion is suspected but without such “Red Flag” symptoms, the student remains under observation for the next four hours. The student will rest in the Health Center until cleared to return to their dorm or be picked up by their family
Additional concussion evaluation using the SCAT-6 is performed by a Loomis Chaffee licensed health care professional, and consists of:
• Assessment for loss of consciousness (LOC), which may result in transport to the Emergency Room.
• Assessment for neck or spine injury. If no neck or spine injury is suspected, the student may walk off the field.
• Assessment for signs and symptoms of a concussion and generation of a SCAT-6 score
• Assessment of orientation, mental concentration, memory, coordination, and balance.
• Neurological assessment cranial nerve screen and ocular motor screen.
Concussion Communication
A Loomis Chaffee licensed health care professional will specifically notify the student’s parent/guardian immediately after an incident of a head injury or concussion. Appropriate faculty and administrators at Loomis Chaffee will be notified within 24 hours when a student is diagnosed with a head injury or concussion, including but not limited to the list below. Initial internal communication will be sent to the Health Center, academic deans, athletic trainers, and dorm parents.
• Health Center/Medical Director
• Athletic Training Staff
• Athletic Director
• Registrar
• Student’s Advisor
• Dean of Students
• Academic Deans
• Director of Learning Access & Student Achievement
• Director of Counseling
• Coach/Activity Director
• Dorm Head and
• Dorm Faculty
Athletic Event On Campus
If a head injury or suspected concussion occurs on-campus during an athletic event, the student will be removed from the contest immediately and evaluated by a certified athletic trainer or a licensed healthcare professional. After the initial evaluation, the licensed medical professional will determine the return--to sport status If a concussion is suspected the student will be removed from play for the remainder of the contest and monitored for any “Red Flag” Symptoms. The student will be escorted to the Health Center for follow up with the Loomis Chaffee medical director or APRN. The student will be placed into the “Head Injury Protocol” and be required to be on cognitive rest for 24 hours (including athletic and academic work restrictions) until their follow up appointment. In the event the medical director or APRN are not available (weekend or evenings), the Health Center staff will perform a SCAT-6 symptoms score, provide the student with concussion information including athletic and academic work restrictions, and schedule a follow up appointment with the Loomis Chaffee medical director or APRN. If the student continues to present with symptoms after the 24 hours of cognitive rest, they will be placed into “Concussion Protocol ” If a more advanced concussion evaluation, imaging, or treatment is needed the Heath Center will refer the student to a concussion specialist.
Athletic Event Off Campus
If a head injury or suspected concussion occurs off campus at a a Loomis Chaffee athletic contest, the student should be immediately removed from the event and evaluated by the onsite licensed health care provider. The coach should follow the recommendations of the onsite licensed health care provider. If the student is suspected to have a concussion, the student should be held from competition and monitored for any “Red Flag” symptoms. The coach should contact both the Loomis Chaffee athletic trainers and the Loomis Chaffee Health Center to inform them of the suspected concussion. Upon return to campus, the student should be escorted by an adult to the Health Center to complete the SCAT-6 symptoms score. The Health Center will provide the student with concussion information including athletic and academic work restrictions and will schedule a follow-up appointment with a Loomis Chaffee licensed health care provider.
Non-Athletic Event On Campus
If a head injury or suspected concussion occurs on campus but not in an athletic event, the student will be immediately escorted to the Health Center or athletic training room for evaluation by the Loomis Chaffee licensed health care providers medical director or APRN. The student will be placed into the “Head Injury Protocol” and be required to be on cognitive rest for 24 hours (including athletic and academic work restrictions) until their follow-up appointment. In the event the medical director or APRN are not available (weekend or evenings), the Health Center staff will perform a SCAT-6 symptoms score, provide the student with concussion information including athletic and academic work restrictions, and schedule a follow-up appointment with the Loomis Chaffee medical director or APRN. If the student continues to present with symptoms after the 24 hours of cognitive rest, they will be placed into “Concussion Protocol.” If a more advanced concussion evaluation, imaging, or treatment is needed the Heath Center will refer the student to a concussion specialist.
Cognitive and Physical Rest
Physical and cognitive activities cause an increase in blood flow to the brain which can exacerbate concussion symptoms and inhibit the brain’s ability to heal, resulting in a prolonged recovery. It is recommended that a student have a minimum of 24 hours of cognitive rest, refraining from activities that include reading, writing, schoolwork/test taking, watching television, playing video games, and cell phone /computer use. Physical rest is also recommended where the student should not engage in activity that evaluates their heart rate above a resting rate (typically >100 bpm). During this time the student should not attend or participate in any extracurricular or athletic activities. In the dorm, faculty on duty will monitor the student, and escort the student to the Health Center should symptoms increase or with onset of “Red Flag” symptoms.
Athletic Restrictions
Students will not be able to return to sport/activity participation on the same day that signs and symptoms are present unless cleared by a medical professional and having completed the Return-to-Sport Protocol.
SECTION VI: Concussion Management
Daily SCAT-6 Symptoms Score
The SCAT-6 checklist is comprised of 22 signs and symptoms and the student will rank each on a scale of 0 to 6, where 0 is not currently experiencing the symptoms and 6 is severe. The highest possible score is 132 and ideally the symptom score will decrease over time as the student is recovering. The student will be given instructions for the duration of the after-school activities period based on their symptom score each day, which may include rest, supervised activity or other low intensity activity or return to play guidelines. The student will be held out of physical exertion/sport participation until cleared by athletic training staff and Loomis Chaffee Medical Director or APRN. Activities will be supervised by athletic training staff.
Return-to-Learn Protocol (RTL)
The Return-to-Learn (RTL) protocol is a process that guides concussed students back to their normal academic activities. As the student progresses through each stage of the RTL protocol, academic deans, teachers, advisors, counselors, Health Center personnel, and athletic trainers will consult to provide the best solution and care for the individual. The RTL protocol is separated into three stages (red, yellow, and green) which are each designed to monitor symptoms during increasing activity Below is a description of each stage, including goals and modifications for each stage.
• Red: The student has been placed on a Concussion Medical Leave. The goal during the red stage is to promote cognitive rest. The student may not complete any academic work until cleared by their medical professional and the school’s Health Center, and when so instructed by the student’s academic dean Once cleared, the student must complete each step of the RTL protocol’s incremental academic return.
• Yellow: The student is on campus and engaging in cognitive and physical activities while still experiencing concussion symptoms. The yellow stage includes a gradual, limited, and closely monitored return to learning and light physical activity, and may include a wide range of academic and physical modifications such as short breaks in class or study hall, or use of supportive technology as determined by the director of the Learning Access & Student Achievement Office. All tests and other timed assessments must be postponed, and expectations for other assessments (papers, projects, presentations) should be determined in consultation with the student’s academic dean. During this stage the individual will also be completing Stages 1-3 of the Return-to-Sport protocol (see below).
• Green: The student is in the final stage of the RTL protocol and has demonstrated a resolution of any symptoms (24-hours symptom free) and a return to baseline cognitive function as measured by Sway. After achieving the above criteria, the student is cleared for a normal academic workload and to start Stages 4–6 of the RTS protocol.
Red Yellow Green
Concussion Medical Leave
• Student is at home
• No academic work
• Limited daily activities that do not increase symptoms
• Begin steps of incremental academic return once cleared
Student on campus
• Learning Accommodations as needed
• No Timed Assessments
• Daily Check-in with Health Center
• Start stages 1–3 of Return-toSport Protocol
Return-to-Sport Protocol (RTS)
Cleared in full
• Student may resume normal academic schedule and assessments
• Complete stages 4–6 of Return-to-Sport Protocol
The Return-to-Sport (RTS) Protocol is a process used to return a concussed student to their normal physical activity. Each stage of the protocol exposes the student to various levels of increased heart rate, sport-specific skills, and overall physicality while monitoring for an increase in concussion symptoms. After a brief period of cognitive rest (24–48 hours), a concussed student can progress to Stages 1–3 of the RTS protocol. The goal of Stages 1–3 is to slowly return the student to light physical activity. Stages 1–3 can happen concurrently with an RTL protocol as described above. Once the student has progressed to the “green” stage and completed the requisite goals for the RTL as determined by their academic dean, they can progress to the supervised portion of the RTS protocol. Stages 4–6 are done under the supervision of a certified athletic trainer or coach and conclude with a return to sport. Throughout the protocol, the student will check in the athletic training staff and Health Center for symptom reports.
• Stage 1: Symptom-limiting daily activity, such as walking.
• Stage 2: Aerobic Exercise Stationary cycling or walking at a slow to medium pace. May start light resistance training that does not result in more than mild or brief exacerbation of concussion symptoms.
o 2A Light (up to 55% max HR), then
o 2B Moderate (up to 70% max HR)
• Stage 3: Sport Specific exercise AWAY from team environments (e.g., running or skating drills, change of direction. No head impact activities.)
Under the supervision of an athletic trainer or coach stages 4–6 should begin after the resolution of any symptoms (24-hours symptom-free), abnormalities in cognitive function (Sway) and any other clinical findings related to the current concussion, including with and after physical exertion. Athletes experiencing concussionrelated symptoms during stages 4–6 should return to Stage 3 to establish full resolution of symptoms with exertion before engaging in at-risk activities.
• Stage 4: Non-contact training drills (e.g. harder training and passing drills). May start progressive resistance training. No live or contact activities.
• Stage 5: Full contact practice following medical clearance, may participate in normal training.
• Stage 6: Return-to-Sport normal game play.
At-Home Return-to-Sport Protocol
If a concussion occurs before or during an extended school break, the student should seek medical attention and evaluation by a physician. Once the student is asymptomatic and cleared of their concussion by a physician, they can begin their RTS protocol at home. Communication and documentation of the clearance should be sent to the athletic trainers and Health Center. The student is to follow the Return-to-Sport protocol under the guidance of an adult, preferably an athletic trainer or coach. Each day the student must follow the designated protocol and remain symptom free. There must be 24 hours in between each bout of exercise. It is expected that communication will be sent each day to the Loomis Chaffee athletic trainers with an update on the student’s progress. Once the student has completed stages 1–3, they will re-take a Sway baseline test remotely. Upon completion of the test with comparative baseline scores, the student may begin stages 4–6. Upon completion of the criteria described above the student will be cleared by the athletic trainers and Health Center to participate in athletics at Loomis Chaffee.
SECTION VII: Concussion Medical Leave
The purpose of the Loomis Chaffee concussion medical leave is to temporarily protect students from having to meet the day-to-day academic expectations of the school and to allow them time to recover. Additionally, the concussion leave ensures a student’s readiness for return to full academic study by instituting an incremental resumption of demonstrated academic work. A concussion leave, as with any medical leave, is declared by the student’s class dean, in consultation with the Health Center and the school’s clinicians.
Concussion leaves are declared for students showing severe or increasing symptoms, or for whom symptoms are not resolving over a reasonable time period. The student’s ability to attend classes and participate in self-care will be primary factors in determining the need for a concussion leave, but other factors such as testing periods at the end of a term may also impact this decision.
The goal of concussion leave is for the student to focus on their wellness and recovery. While on concussion leave, the family is responsible for facilitating the necessary communication between the school and the student’s home medical providers. This may include providing the student’s medical providers with a form to complete and/or the contact information for the school’s Health Center and its medical director/physician or consulting psychiatrist as directed by the student’s class dean The student’s academic dean will work with teachers to ensure they have appropriate academic assignments available for the student when they are cleared to return to academic work. While on leave, the student may not return to campus without the permission of their class dean. Travel plans should not be made, or should be flexible, until final clearance is confirmed.
Before a student may return to campus, they must follow these protocols for Return-to-Learn:
• Prior to the conclusion of the leave, the student’s clinician(s) should complete and return the Loomis Chaffee Concussion Medical Leave Clearance Form to the Health Center (health_center@loomis.org or fax 860-6881557), indicating the student is cleared for resumption of academic work, and ultimately for a return to school. The Medical Director will review this and alert the academic dean. This process takes place during the Monday–Friday work week.
• Once cleared to resume academic work, the Return-to-Learn protocol’s Incremental Academic Return is put in place at home before the student is permitted back to school, ensuring an incremental resumption of academic activity prior to the full return. These protocols involve monitored periods of work time in which care should be given so that if a student experiences headaches or other concussion symptoms, the student halts their work until those symptoms recede and must recheck with their clinician for further guidance. Students who struggle to complete the academic Return-to-Learn may need additional cognitive rest or therapies.
• Students who have been on concussion leave for two weeks or less must follow a two-day Return-to-Learn monitored protocol; for each additional week of leave one day is added to the protocol, as follows, to a total of no more than four days of monitored work:
o Day 1 the student may begin completing reading assignments for no more than 20 minutes at a time, with an equal amount of break time between reading periods. The student should not exceed 60 minutes of reading time on Day 1.
o Day 2 the student may begin completing other class assignments in addition to readings, for no more than 30 minutes at a time, again with equally long breaks between work periods. The student should not exceed 90 minutes of reading/work time on Day 2.
o Day 3 the student may increase the total work time to 120 minutes, again with breaks between work periods that equal the total work time.
o Day 4 the student may increase the total work time to 150 minutes, with breaks.
The student remains on leave until the school’s physician, after consultation with the student’s clinician(s), recommends that the student return. After Return-to-Learn protocols are followed, the class dean, in consultation with the student’s parents and academic dean must determine that the student can function academically, medically, and socially at school Students are typically on leave for a minimum of seven days. Students may return from medical leave during the academic day. To ensure a smooth transition back to the school environment, returns on the weekend are discouraged. The student’s first stop on campus must be the Health Center. Upon return, the student will take the Sway test in order to resume academic assessments and physical activity. The student must also meet with a member of the Counseling Department. Students are required to meet with counseling at least twice more during the three weeks following their return. After the student returns, their progress will be periodically reviewed by the academic and class deans, and the advisor, to ensure that the appropriate supports are in place.
Return-to-Sport/Afternoon Activities: Students should not return from concussion medical leave until they can participate in a full academic day as well as their afterschool activity. Any restrictions must be listed on the Concussion Medical Leave Clearance Form and will be reviewed before approval of leave return. Return-to-Sport protocols will be supervised by the Athletic Trainers’ office.
Notes:
1. Sometimes a student misses so much school that they cannot earn credit for an academic year. When a student misses more than five weeks of school (half a term) medical withdrawal may be required. Fortunately, most concussion leaves end with the student going on to complete the year successfully.
2. Occasionally a student must resume concussion leave after their return if the symptoms of their concussion make attending to academic responsibilities too difficult. In such cases, the class dean and academic dean work with the student and their teachers to make an amended plan for return.
3. Communication between doctors (student’s clinician to the school’s physician) must be made during the Monday to Friday work week.
4. Auditing classes is not possible during or following a concussion leave or medical leave. Students are required to meet their amended academic obligations once cleared to return to school.
APPENDIX A: Concussion Leave Checklist for Families
Please review all protocols in Section VII: Concussion Medical Leave (starting on page 13) and use this checklist to ensure that each requirement and condition is met. Students on a concussion leave should not resume academic work until cleared to do so by the school’s physician.
Important Contacts:
View a list of important contacts at www.loomischaffee.org/concussioninfo.
Checklist items:
Once the Health Center and student’s dean determine that a student will be on a Concussion Medical Leave, the student must rest at home until their clinician provides clearance, in writing, to the Health Center indicating the student’s readiness to resume academic work. This should happen during the Monday–Friday work week. Once this clearance is reviewed by Loomis Chaffee’s APRN or medical director, receipt of the clearance will be confirmed to parents and deans.
It is typical that students placed on a concussion leave are at home for a minimum of seven days.
Once cleared, the student begins incremental Return-to-Learn protocol
Student must demonstrate to parents, providers, and their academic dean a successful and safe return to academic work.
The student’s class dean must confirm with parents that the student may return to school before the student is allowed back on campus. Travel arrangements should not be made until this time.
Upon return to campus, the student MUST check in at the Health Center. The student may also need to take the Sway test prior to attending classes, must meet with a member of the Counseling Department within the first week after return, and will establish a plan for Return-to-Sport with the athletic trainers if applicable.
APPENDIX B: Information for Faculty Working with a Student on a Concussion Leave
Loomis Chaffee is committed to supporting students who have sustained diagnosed concussions and who, with consultation of medical professionals, need to separate themselves from the school for a period of time in order to focus on their health and recovery. As a school, we have adopted the following procedures to keep the best interests of the student in mind while providing for a medical leave specific to a diagnosed concussion
A student placed on concussion leave is protected from having to meet the day-to-day academic expectations of the school. Once the student’s class dean, in consultation with the Health Center and school clinicians, enacts a concussion leave, the student’s academic dean works with the student’s teachers to initiate a plan for amended academic expectations, and for providing assignments that the student can begin once cleared to do so. Until that time, the student is expected to focus solely on their wellness.
Return-to-Learn (RTL): Resumption of Academic Work
Prior to the conclusion of the leave, the student must be cleared by our school medical director to resume academic work. At that time, Return-to-Learn protocols are put in place at home. These protocols involve monitored periods of work time as follows:
Students who have been on Concussion Medical Leave for two weeks or less must follow a two-day return-to-learn monitored protocol; for each additional week of leave one day is added to the protocol. Beginning with 20-minute work periods and equal break time, on the first day the student should not exceed a total of 60 minutes of reading time. On the second day the student may begin completing other assignments in addition to readings, for no more than 30 minutes at a time, with equally long breaks between work periods, to a maximum total of 90 minutes. Days 34, when required, add 30 minutes of work time per day with equal break time.
Return to School
The student remains on leave until the student’s class dean, in consultation with the student’s academic dean, parents, and medical professionals, determines that the student may be cleared to return to campus. This will be communicated to advisors and teachers by the student’s class dean.
Upon return the student must meet with each teacher before or immediately following each first class to plan for an evenly-paced approach to accomplishing necessary make-up work. The student is also required to meet, during the first week back from leave and then at least twice more in the three weeks following, with a member of the Counseling Department in order to address other aspects of their return. The student’s academic dean will also work with the faculty involved to assess and support the student’s resumption of full academic responsibilities.
Students must be excused from completing timed evaluative exercises until a week after their return and having been cleared by the Sway test.
Expectations of the Teacher
Because the student is not responsible for every assignment that classmates are doing, only for doing enough work to generally stay abreast of what the class is learning, the faculty member must identify the work requirements necessary and support the student in following an evenly paced schedule for catching up. This can be a complex task, especially in sequential courses like math, science, and modern/classical language, but it has been done before with success. As is the case with the student, communication is key to both supporting the student and enacting a plan that is manageable, and that fits each student’s unique situation. The student’s academic dean can be a coordinating resource in this dynamic process. Tutors may be employed if you feel it is necessary, and the director of Learning Access and Student Achievement is an excellent resource in determining and arranging this.
Until the time of the leave the student should be evaluated as a regular student. A concussion leave offers the opportunity to finish the marking period in a way that releases both teacher and student from deadlines (other than the close of school) and from doing the identical quantity or type of work as students not on a concussion or other type of medical leave. In the case of a leave that extends to the close of the marking period, enough work must be done and evaluated to create a fair grade for the student. Questions should be resolved with the student’s academic dean and the department head.
If the student exhibits a return of concussion symptoms in class (headaches, nausea, light sensitivity, etc.) the teacher should send the student to the Health Center. Likewise, if the student requests extensions or a lessening of work expectations upon return to school, the teacher should refer the student to their academic dean or the director of learning access and student achievement.
Concussion symptoms and leaves vary greatly. It is always appropriate to consult with the student’s academic dean, director of learning access and student achievement, and the Health Center in order to best address the specific needs of the student.
Best Practices and Approaches for Teachers, from Teachers
• Concussed students have traumatic brain injuries. Accept that they will not be their best in a traditional testing situation for weeks to come, even after being cleared by the Sway test.
• If you teach a traditional classroom-based class, strongly consider moving to an open note and take home test format for the concussed student. Rewrite the test(s) to remove the “non-essential” material (see policy above).
• Give the test on an open-ended timeframe. Your student will be managing a return to full academic life in five classes (in most cases). If you can remove time pressure (and the resultant stress on the brain such an event generates) you will allow them to succeed academically and recover from their brain injury a true win-win.
• Speak to the student personally. Explain that you will not allow them to take a test or quiz until you hear from the Academic Office that they have been cleared to resume assessments. In theory they have heard this from other sources, but your words will be a huge de-stressor.
• Check in with the student before or after each class about the use of technology in class. Can they sit through a short movie or animated clip? Can they look at a monitor for homework assignments? Would dimming the lights help in class?
• Be aware that many concussed students have delayed processing rates. Many also find the process of simply looking up and down from board to notes to be dizzying.
• Combat stigmatization of concussed students concussions are ongoing injuries that cannot be seen. Students will often work to please and not take care of themselves during recovery. These concussed students need faculty advocates seeing them through the challenges of not being able to work to ability for a time.
APPENDIX C: References
The following references were consulted in the determination of Loomis Chaffee’s Concussion Philosophy and Policies:
National Athletic Trainers’ Association
Connecticut Athletic Trainers’ Association
Center for Disease Control – Heads Up
State of Connecticut Law – Public Act 10-62: An Act Concerning Student Athletes and Concussions
State of Connecticut Law – Public Act 14-66: An Act concerning Youth Athletes and Concussions
New England Preparatory School Athletic Council – Sports Medicine Advisory Committee (SMAC)
Korey Stringer Institute at University of Connecticut
UpToDate – Concussion in Children and Adolescents: Management
Concussion in Sport Group (CSPG) - The Amsterdam 2022 International Consensus Statement on Concussions in Sport
