A comprehensive Concussion Protocol based on current research has been developed to help students, staff and families prevent, recognize, and respond to a concussion. For more information, read Procedure VI-71 Concussion Safety​.

What is a Concussion?

A concussion is a brain injury that is caused by a blow to the head, face, neck, or body that can cause a sudden jarring of the head. Even what seems to be a mild bump to the head can be serious.

Research indicates that a concussion can affect a student’s school performance in both cognitive activities (school work) and physical activities (physical education program/inter-school activities). Research also indicates that engaging in cognitive and/or physical activities, while a child has a suspected or diagnosed concussion, can worsen concussion symptoms and delay a student’s recovery.  

Concussions that Occur During School-Organized Activities

Concussions that occur in school-organized activities will be documented and managed through our Board’s Concussion Protocol​. Through the collaborated efforts of a school team, partnered with parents/guardians and the medical support team, a student will participate in the steps of the Return to Learn and the Return to Physical Activity plans. A student’s progress will be documented, and continuously monitored through frequent communication between the school and home, until full-recovery has occurred.

Concussions that Occur Off School Property

Concussions often occur off school property (e.g., at home, in a car accident, or during a recreational sporting activity). In order to appropriately manage the concussion, it is necessary for a school to initiate the Return to Learn and the Return to Physical Activity plans. These plans are designed to minimize the risk of further injury and prevent the worsening of a concussion. 

NOTE: If your son or daughter has a suspected or diagnosed concussion that does not occur on a school site, contact the school principal as soon as possible and prior to a student’s return to school.

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