A recent report by Memmini and colleagues identifies key principles of return-to-learn for college athletes to explore how non-athletes fare in the college classroom after a concussion.

Developing and implementing an age-appropriate concussion return-to-learn (RTL) program for college students is an under-studied area in research. Through interviews with students and academic stakeholders, a study identified that, while college students felt supported by their instructors, academic faculty lacked the information on appropriate academic supports and pathways to facilitate an RTL process for the student.

A study found a significant reduction in symptom relapse rates related to premature Return to Learn but not for Return to Play, indicating the need for more emphasis on implementing Return to Learn protocol.

A study found significant gaps in school-based concussion education in a scoping review, "including a lack of clear guidelines for concussion education content, questionable sustainability of the education delivery and the need for long-term evaluation of outcomes.”

A study found significant gaps in a high proportion of PA schools with regard to both state mandates and current best practices, though protocols were much higher quality in schools with a full-time athletic trainer (AT).

PedsConcussion, a living guideline for concussion treatment and recovery for kids and teens, has updated its guidelines for returning to school. The guideline now states that students can return to school when cognitive activities do not make symptoms worse, even if symptoms are still present.

To help Nebraska teachers take care of their students who sustain a concussion, the Brain Injury Alliance of Nebraska and the Nebraska Concussion Coalition have contracted for a state-wide subscription to the Get Schooled on Concussions program. According to an NPR article, “Based on a 2018 survey, 50 percent of Nebraska teachers surveyed said they don’t know how to take care of students with concussions.”