Why Use Get Schooled On Concussions for COVID-19?

Why Use Get Schooled On Concussions for other medical/psychological conditions that impact learning due to “cognitive inefficiency”?

Because we are learning that COVID has neurological impacts: people with COVID-19 report “brain fog” in both the short-term, and sometimes the long-term (Long COVID)

Because the CDC has classified “brain fog”, as a symptom of COVID => difficulty thinking, concentrating, learning, remembering and processing quickly. Brain fog is a common symptom post-concussion and can also be seen in a myriad of other medical (seizures, mono, the flu, post-chemotherapy) and psychological (trauma, anxiety, depression) conditions.

We Wrote Get Schooled On COVID … For YOU! The Teacher

  • Because when students with COVID return to school after isolation, they still potentially feel physically unwell (still symptomatic) and are not 100% available for learning (this is the same presentation for students returning to school after a concussion – and other med/psych conditions)

Students and teachers must first work together to address symptoms so that students who feel unwell can be physically comfortable (and present) at school

  • Because when a student with COVID returns to school after isolation, they still potentially feel cognitively unavailable to learn (this is the same presentation for students returning to school after a concussion – and other med/psych conditions)

Students and teachers must first work together to address symptoms so that students with cognitive inefficiency can be cognitively available to learn

  • Because teachers need to give themselves permission to provide all students who miss school, or who are cognitively unavailable to learn, whether due to illness or injury, FIRST and FOREMOST, a safe and soft place to land in the general education classroom
  • Because a student who has missed instruction or has been physically or cognitively unavailable to learn (due to any medical or psychological condition), will likely need re-teaching of content, will likely not be able to make up all missed work and will need to focus on keeping up with current work versus make up work due to limited energy and reserve.
  • This will require teachers to consider:
    • some REMOVAL of non-essential work (“nice” to knows)
    • some REDUCTION of semi-essential work and (“need” to knows)
    • clear expectations around a reasonable amount of essential work (“must” knows)

Because schools have always been, and must always be, places of support and success, no matter what the medical or psychological condition is that impacts learning, behavior or social advancement!

We Wrote Get Schooled On COVID … For YOU!

School Administrator

  • Because Return to Learn post-COVID (or any med/psych condition) must be School-Based and School-Directed and can easily fall under the protections of the existing educational framework known as Multi-Tier System of Support (MTSS) or Response to Intervention (RTI)
  • Because all students must return to school and learn even if parents choose not to have COVID, the concussion or other med/psych condition treated by a healthcare provider;
    • Return to Learn cannot be predicated on a family’s willingness or ability to engage in medical or psychological services
    • Return to Learn is a school’s obligation!
  • Because all students must return to learn, even if they do not return to sports (in the case of concussions). Return to Learn is for ALL students, not just athletes
  • Because schools have school-wide and individual student liability to provide a robust Return to Learn re-entry for all medical or psychological conditions that impact learning and behavior

School Nurse, Counselor, Mental Health

  • Because per the CDC Guidelines:
    • students with COVID have to “isolate” out of school for 5+ days
    • students exposed to COVID (but not positive for COVID) have to “quarantine” out of school for a number of days
    • students with concussion usually choose to/need to miss a few days of school for rest and recovery.
  • Because students with COVID and concussion (and other med/psych conditions) are first impacted by missing school – which impacts instruction – which often makes it hard for teachers to even know where to start with Return to Learn once back at school
  • Because research shows that the time ill or injured students are out of school for rest, recovery and to decrease spread of infection, must be balanced against the downstream consequences of heightened anxiety, depression, isolation, getting off-track developmentally and falling grades
  • Because COVID and concussions, chemo brain, seizures, trauma have been shown to impact mood and behaviors

In order for students with cognitive inefficiencies, from medical or psychological conditions, to get immediate and flexible support at school, classroom teachers must be our First Responders for Return to Learn. Much like a public health model where early and widespread identification, education and support occurs at the Universal/Primary Level, yielding an 80 to 90% intervention and prevention rate, Return to Learn supports in the general education setting will help our students feel better symptomatically so they can grow academically.

Look to your existing educational framework of Multi-Tier System of Support (MTSS) or Response to Intervention (RTI) as a natural way to support students with COVID, concussion or any medical/psychological condition that leads to “cognitive inefficiency”. Applying cognitive inefficiency to MTSS and/or RTI allows educational settings to become empowered and independent in managing RTL post-COVID, post-concussion, post-trauma – leading to:

  • decreased reliance upon healthcare providers (that may or may not be involved per the family’s choice)
  • quick and flexible adjustments in the classroom (Tier 1)
  • a built-in safety net for longer or more involved academic support (via Tier 2 supports)
  • data collection in school health records in case a student’s needs ever rise to the level of a Child Find (Tier 3) evaluation
  • capacity building and long-term sustainability of Return to Learn policy and procedures in schools

Our Mission:

  • Our mission is to help you develop a School-Based and School- Directed Return to Learn protocol for your school/district that aligns with the existing education framework already in place at your school known as “Multi-Tiered System of Support MTSS” or “Response to Intervention RTI”
  • Our mission is to empower teachers to take control over how Return to Learn (RTL) – following COVID-19, a concussion or any medical/psychological condition that creates “cognitive inefficiencies” – is handled (primarily) in their general education classrooms. School is the educator’s domain; no one knows the classroom better than you!
  • Return to Learn applies to all students regardless of the medical or psychological illness or injury that has impacted their learning.
  • #RTLB4RTP – Return to Learn applies to all students regardless of how they receive their concussion. All students return to learn even if they do not return to play.

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Get Started Today

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