returntolearn

Return to Learn (RtL) is a framework used by schools, clinicians, and families to guide a student’s gradual reintroduction to academic activities after a concussion or other brain injury. It aims to balance rest with cognitive activity to prevent symptom flare-ups while minimizing disruption to schooling. RtL focuses on academics and classroom participation rather than physical activity, and it is often implemented alongside return-to-play protocols.

A typical RtL approach is staged and progressive. Students may begin with rest and limited cognitive tasks, then gradually increase school attendance, classes, assignments, and tests as symptoms allow. Common models describe multiple stages, progressing from light or partial schooling to full-time attendance and normal workloads. Movement between stages depends on symptom stability or improvement; if symptoms worsen, the student may stay at the current level or revert to a previous one.

Implementation requires coordination among the healthcare provider, school staff (such as the nurse and teachers), parents, and the student. Accommodations commonly used include reduced course load, extended time for assignments and exams, flexible deadlines, note-taking support, access to summaries or outlines, use of audiobooks or speech-to-text tools, breaks during classes, and a quiet environment for testing. Education plans or individualized accommodations may be documented in school plans to ensure consistency across settings.

Guidelines for RtL are outlined by medical and educational organizations, including pediatric and sports medicine groups, and national health authorities. While evidence supports RtL as a means to reduce academic disruption and facilitate recovery, the strength of evidence can vary, and recommendations emphasize individualized plans tailored to each student’s symptoms and needs. See also concussion, return to play, and cognitive rest.