The Subjective Experience Of Mild Traumatic Brain Injury In Pediatric Patients

Mild Traumatic Brain Injury is a neurologic insult that impacts a child’s functioning across domains. Risk factors include previous concussion history, force of impact, and gender. Current research regarding return to school following a brain injury suggests the need for accommodations in a number of areas of learning including changes in schedule, reduced exposure to screens and text, limitations to classroom expectations for tasks such as reading and note-taking, and modified testing. A one-size-fits-all approach to accommodations is problematic as recovery rates vary widely. Studies have also suggested that mood symptoms are comorbid with concussion recovery. Further, pediatric concussion patients who suffer from anxiety and depression symptoms while recovering may have extended recovery periods with more debilitating symptoms. Students must balance their recovery, school demands, and changes in their activities. School professionals are often uncomfortable managing students with brain injuries leading to further stress for the recovering student. This study sought to explore patient perspectives regarding returning to learning and functional activity. Participants included 124 patients, ages 10-21, seeking treatment at a regional concussion clinic. A patient recovery profile was compiled including perspectives on the level of disruption the brain injury has caused to learning, social interactions, and activities. The patients completed a survey with a 6 point Likert scale at their medical visit. The amount to which the concussion was impairing, concerns with post injury recovery, support from school, and the impact of the concussion on mood was analyzed. The impact of gender, age, and time post injury on recovery profile were also explored