Academic dysfunction following a concussion in high school and college students

Background: Following concussion, individuals may experience somatic symptoms, cognitive difficulties, sleep disturbance and altered mood, which can impair the ability to perform at maximum academic potential. Data on academic dysfunction (i.e., inability to perform at a normal academic level) among students who have had concussions is sparse. We determined whether concussed students experience greater academic dysfunction following injury than students who sustain other injuries and to what extent gender, age and concussion history modify this association.

Methods: We conducted a prospective cohort study of 70 concussed high school or college students and a comparison group of 107 students with extremity injuries presenting to three emergency departments. Using a telephone interview-based survey, we compared self-reported academic dysfunction between the two groups at one week and one month post-injury, and determined whether demographic or clinical factors influenced recovery from concussion.

Results: The concussed group had academic dysfunction scores 16 points higher (β=15.65, 95% CI: 5.81, 25.50) on a 174-point scale than the extremity injury group one week post-injury. One month post-injury, there were no differences in academic dysfunction overall but academic dysfunction was greater in the concussed group among females and those with 2 or more prior concussions.

Conclusions: The short term effects of concussion on academic dysfunction appear to subside after one month, except among females and those with multiple prior concussions. Further investigation into the precise timing of recovery for concussed students and appropriate types of intervention is required.