| dc.description.abstract | Concussion is a relatively frequent injury among youths which can impact various aspects of a youth’s functioning including social, emotional, physical, and academic domains. While Return to Play has been addressed politically across all states, Return to Learn, or an individual’s return to the school setting, is not as familiar. There is a significant lack of empirical research related to concussion and Return to Learn protocol. Efforts to distribute educational materials regarding concussion is without strategy and implementation can vary from school to school. Current research calls for further teacher trainings. The purpose of the current study was to examine the association between concussion knowledge (CKI) and concussion attitudes (CAI) predicting variables of Return to Learn knowledge (RTL-KI) and adherence to Return to Learn (RTL-AI) protocols or practices within the school environment. Middle and high school teachers (grades 5th -12th) were asked to complete a survey composing of demographic information and questions asking about concussion and Return to Learn knowledge, their attitudes and beliefs as related to concussion, and their adherence to Return to Learn protocols or practices within their school. Fourteen demographic variables were selected in addressing eight research questions. Results indicated that age was the only demographic variable to be found statistically significant as a stand-alone variable in predicting RTL-KI, and also as an interaction effect with CAI in predicting RTL-KI. Both independent variables, CKI and CAI were found to be statistically significant predictors of RTL-KI.
All variables and moderation interactions suggest positive relationships between variables. Conclusions suggest intervention with young teacher populations as well as increased general trainings regarding concussion knowledge and concussion attitudes and beliefs. | en |
