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Journal Article

Citation

Wasserman EB, Bazarian JJ, Mapstone M, Block R, van Wijngaarden E. Am. J. Public Health 2016; 106(7): 1247-1253.

Affiliation

At the time of this study, the authors were with the University of Rochester School of Medicine and Dentistry, Rochester, NY.

Copyright

(Copyright © 2016, American Public Health Association)

DOI

10.2105/AJPH.2016.303154

PMID

27196651

Abstract

OBJECTIVES: To determine whether concussed students experience greater academic dysfunction than students who sustain other injuries.

METHODS: We conducted a prospective cohort study from September 2013 through January 2015 involving high school and college students who visited 3 emergency departments in the Rochester, New York, area. Using telephone surveys, we compared self-reported academic dysfunction between 70 students with concussions and a comparison group of 108 students with extremity injuries at 1 week and 1 month after injury.

RESULTS: At 1 week after injury, academic dysfunction scores were approximately 16 points higher (b = 16.20; 95% confidence interval = 6.39, 26.00) on a 174-point scale in the concussed group than in the extremity injury group. Although there were no differences overall at 1-month after injury, female students in the concussion group and those with a history of 2 or more prior concussions were more likely to report academic dysfunction.

CONCLUSIONS: Our results showed academic dysfunction among concussed students, especially female students and those with multiple prior concussions, 1 week after their injury. Such effects appeared to largely resolve after 1 month. Our findings support the need for academic adjustments for concussed students. (Am J Public Health. Published online ahead of print May 19, 2016: e1-e7. doi:10.2105/AJPH.2016.303154).


Language: en

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