1

A Parent ’s Guide to 

Returning Your Child to 

School After a Concussion

FAMILIES
2 3

Quick Summary 

n A mild traumatic brain injury (TBI) is also known as a 

concussion.

n Children typically make a full recovery with the proper 

rest and treatment.

n Your child should rest for the first 24 hours. Cognitive, 

or mental, rest is as important as physical rest.

n Gradually re-introduce activity, but stop any activity 

that causes symptoms to return. Let the symptoms guide 

what you allow your child to do at school and at home.

n It can take up to three weeks for some children to recover 

fully from a concussion. 

n No child should return to sports until completely symptomfree. Your medical provider can give you a step-by-step 

approach to safely return your child to sports.

Section 1

Signs and Symptoms: Recognizing 

and Responding to a Concussion

What is a concussion?

A concussion is a mild traumatic brain injury (TBI). A concussion can be 

caused by a blow or jolt to the head that disrupts the normal function 

of the brain. The severity of the TBI is determined at the time of the 

injury and may also be classified as moderate or severe. Concussion 

is the most common form of TBI.

Concussions can cause physical, thinking (cognitive) and emotional/

behavioral symptoms. Symptoms of concussion often fully resolve in up 

to three weeks.

What are the most common causes of TBIs?

Between 2006 and 2010, the most common causes of childhood TBIs, 

including concussions, are the following: falls, assaults, getting struck 

by or against an object (for example, sports-related injuries), and motorvehicle crashes.1

When to suspect your child has had a concussion

Look for signs if your child hits his or her head or experiences a jolt to 

the head. A jolt to the head could be caused by a car crash, a rough hit in 

a game or anything that might cause the head to jerk back and forth.

Your child might have had a concussion if he or she:2, 3, 4, 5

n is dazed or confused

n has a problem remembering part or all of what happened before, 

during or after the injury

n answers questions slowly

n repeats questions

n shows behavior or personality changes

n loses consciousness, even for a few seconds

Signs and Symptoms

Table of Contents

Section 1 Signs and Symptoms ............................Page 3

Section 2 Support Recovery .................................Page 8

Section 3 Returning to School ..............................Page 13

Section 4 For Children With 

Longer Recovery Times .......................... Page 19

References .................................................................Page 23
4 5Signs and Symptoms

Concussion Danger Signs

Your child should be taken to a hospital right away if she or he shows 

any of the following danger signs:3, 4, 5

n worsening headache

n weakness or numbness of any part of the body

n vomiting

n slurred speech or difficulty speaking

n drowsy or cannot be awakened

n one pupil larger or smaller than the other

n seizures

n difficulty recognizing people or places

n increasingly confused, restless or agitated

n unusual behavior

n loss of consciousness for more than 30 seconds

n changes in hearing, taste or vision

n unsteadiness while walking

What if my child hit his or her head and didn’t tell me? How 

would I know if there was a concussion? 

Sometimes children don’t realize it is important to tell someone that they 

hit their head. Sometimes they think they will get in trouble if they admit 

they hurt themselves while doing something they should not have.

If your child tells you about an injury that happened earlier, watch for 

obvious or more subtle changes in your child’s thinking skills, physical 

functioning, and emotional or behavioral responses. For example, look 

for changes in the way he or she plays, or whether your child is unsteady 

walking. Try asking these questions:

n Did you bump your head recently? If so, how hard? 

n Did something hit your head?

True or False? My child needs to have a brain scan to diagnose a 

concussion.

False. Unless your child sustained a more serious traumatic brain injury, 

your child may not need a brain scan. A computed tomography (CT) 

scan can show whether there is bleeding in the brain, but this scan is 

not sensitive enough to show the subtle changes to the brain that may 

be caused by a concussion. In fact, many patients with concussion 

actually have normal scans, so it is best to avoid exposure to radiation 

unless your medical provider determines it is necessary.

If your child is between the ages of 5 and 10, 

follow up with these questions:

n Have you had headaches? Has your head hurt?

n Have you felt dizzy (like things around you were spinning or moving)?

n Do you remember what happened?

n Did you feel like you wanted to throw up? Do you feel like that now?

n Has it been hard to pay attention to what you are doing (like 

homework or chores, listening to someone or playing a game)?

If your child is between the ages of 11 and 18, 

ask these additional follow-up questions:

n Have you had any balance problems or have you felt 

like you might fall when you walk, run or stand?

n Have bright lights bothered you more than usual (like when 

you were in the sunlight, when you looked at lights or watched TV)?

n Have loud noises bothered you more than usual?

n Have things looked blurry?

n Did anyone else see it happen? Did they notice anything different 

about you? Can I talk to them? (This helps if a friend/sibling noticed 

that your child lost consciousness or seemed out of it for a while.)

n Do you feel like “something is just not right”?

If your child has hit his or her head and shows signs or symptoms of a 

concussion, then you should visit a medical provider.

True or False? My son did not pass out, so he did not have a concussion.

False. Your son does not have to black out to have had a concussion. 

If your son has any one of the symptoms (listed on the previous page) 

after a hit or jolt to the head, he might have had a concussion. 

Seek medical attention right away. A health care provider can diagnose 

whether your child has had a concussion.
6 7

Symptoms

If your child has been diagnosed with a concussion, it is important to 

watch for changes in behavior and ability to do daily tasks 

both at home and school. 

You may notice some changes caused by a concussion right away, 

while others may be difficult to sort out. Each child is unique, so some 

changes may be present in one child, but not in another. Most children 

will recover from their concussion within three weeks; but for some, 

symptoms will last weeks, months or longer.2, 3, 4, 5

Common concussion-related symptoms are listed in the table below. 

Call your doctor immediately if you notice increasing problems in any 

of these areas during your child’s recovery.

Concussion-related Symptoms2, 3, 4, 5

Physical 

Abilities

Thinking 

(Cognitive) 

Skills 

Emotional/

Behavioral 

Issues

Sleep

feeling dizzy/loss of 

balance

poor concentration, 

easily distracted

feeling anxious or 

tense

difficulty falling/staying 

asleep

numbness 

or tingling

forgetfulness, 

difficulty 

remembering things

feeling depressed 

or sad getting tired easily

headaches difficulty making 

decisions

irritability, easily 

annoyed

sleeping more than 

usual

nausea slowed thinking

feeling easily 

overwhelmed 

by things

sleeping less than 

usual

vision problems difficulty getting and 

staying organized

something just 

doesn’t feel right

sensitivity to light 

and/or noise

difficulty finding the 

right words

hearing trouble

loss of or increased 

appetite

Symptom Log Example

Week of: October 5

Are you experiencing any symptoms, if so, is it a little or a lot?

Symptom: Headache

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

p None

p A little

p A lot

Time 2 pm

Activity Reading

p None

p A little

p A lot

Time 

Activity 

p None

p A little

p A lot

Time 

Activity 

p None

p A little

p A lot

Time 

Activity 

p None

p A little

p A lot

Time 

Activity 

p None

p A little

p A lot

Time 

Activity 

p None

p A little

p A lot

Time 

Activity 

Week of:

Are you experiencing any symptoms, if so, is it a little or a lot?

Symptom:

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

p None

p A little

p A lot

Time 

Activity 

p None

p A little

p A lot

Time 

Activity 

p None

p A little

p A lot

Time 

Activity 

p None

p A little

p A lot

Time 

Activity 

p None

p A little

p A lot

Time 

Activity 

p None

p A little

p A lot

Time 

Activity 

p None

p A little

p A lot

Time 

Activity 

Symptom Log

Use the symptom log below as an example of how to keep track of any 

symptoms.8, 9 Ask your child whether or not he/she is experiencing 

the symptom, and if so, whether it is a little or a lot. If you notice that 

symptoms are getting worse, help your child decrease the number of 

activities. If symptoms continue to worsen, even with rest, see your 

child’s medical provider. 

You can copy this log and use it for the symptoms your child is 

experiencing. For more information on how to use this log during your 

child’s recovery, refer to Section 3, Returning to School.

Signs and Symptoms

3
8 9

It may be helpful to spend time explaining changes in your child to his 

or her siblings, especially if the siblings are younger. Depending on the 

age of your children, you may need to set new rules about horseplay 

or wrestling, remind them to be quiet during periods of rest, and ask 

them to be generally more patient with their brother or sister during the 

recovery process. You can tell them to remember that the problems are 

short-term, and their sibling is going to get better. 

Every child’s injury and recovery time is unique, but with guidance from 

your doctor and help from other health care team members, such as 

the school nurse or school psychologist, your child can safely return to 

school after a concussion.

Prevent another concussion

If your child is still recovering, a second concussion may hinder recovery 

or cause some problems to linger or become permanent. These tips can 

help prevent your child from having another concussion:2, 3, 4, 5, 6

1. Don’t rush. Recovering from a concussion takes time. It’s important 

to ensure that your child fully recovers before participating in 

activities that may lead to a second concussion.

2. Be a good role model. Communicate positive safety messages 

and model safe behavior: Wear a helmet and a seat belt, and follow 

safety rules. Although helmets do not prevent concussions, they do 

prevent skull fractures.

3. Educate others. Use this first concussion as an opportunity to 

educate your child’s teachers, coaches and caregivers. The more 

they know, the more they will be able to help your child recover and 

avoid a second concussion. Talk to them about safety measures, as 

well as associated signs and symptoms of a concussion.

Section 2

What Can You Do to Support Your Child’s 

Recovery?

True or False? My child will have a permanent disability because of his or 

her concussion. 

False. Most children and young adults recover fully from a concussion. 

Recovery time depends on many factors including the age of the person, 

the severity of the concussion, how healthy they were before the 

concussion, and how they take care of themselves (including rest and 

reduced stimulation) after the injury.3, 6

A concussion requires time to completely heal. Your doctor may advise 

you to keep your child at home to rest after a concussion and get medical 

approval before returning to school. Rest from physical activities and 

activities that require thinking (cognitive) have been shown to be an 

effective treatment after a concussion.2, 3, 4, 5, 6, 7 Your child should not 

participate in sports or other physical activities, such as gym class, until 

he or she has stopped experiencing symptoms during regular daily 

activity, including school work.

Limiting activities that require thinking skills is especially important. Your 

child’s brain needs to direct energy to healing, and it cannot rest if your 

child is performing tasks that require thinking. You may want to gradually 

adjust the amount of time your child spends playing video games, 

sending texts, using electronics and reading books. For teens, it may also 

mean no driving. Returning to school or physical activity while the brain 

is healing may lead to problems with learning later on.4, 5, 6, 7, 8, 9

It is important to emphasize to your child that he or she must be honest 

when reporting symptoms. Your child may feel pressured from coaches 

or friends to get back to “normal” quickly and return to practice or social 

events. They may want to “rest later” and push themselves to take that 

important test or go to that dance or game. However, your role is to 

enforce rest and reduce brain stimulation — by limiting screen time, 

visits with friends, etc. — during your child’s recovery.9

Support Recovery
10 11

5. Manage stressors. Deployments and other military-related duties 

that decrease the amount of time that a parent can be with the 

family can be stressful for everyone. 

n Help manage feelings of stress by making sure you and your 

spouse agree on the approach to your child’s recovery. Take 

advantage of military support organizations or participate in 

stress-relieving activities. MilitaryOneSource.mil10 provides specific 

information about coping with the challenges of military life. The 

Military Kids ConnectTM website is a good resource for children to 

share their feelings with other military children. 

n If you have other children, let them tell you how they feel about 

their sibling’s injury. Involve them in the recovery process by giving 

them ideas for how they could help. 

6. Consider parenting strategies. In addition to the injury, your child 

might be struggling with other issues, such as adjusting to a new 

school after a recent move. Focus on providing emotional support 

through a patient and nurturing home environment. Below are some 

steps you can take to help accomplish this:

n Be reasonable with your expectations, but continue to empower 

your child to accept responsibility for his or her actions. 

n Be open and honest about what your child can and cannot do. 

n Establish boundaries for your child’s behavior based on his or her 

age. For example, a teenager may respond to creating a written 

list of expectations. A young child may respond to a behavior chart 

that spells out the positive behavior and provides a visual reward 

(happy face) every time the child repeats that behavior.11, 12

n See a counselor who can give you feedback on what you or your 

child might need right now, especially if your child seems to be 

having behavioral issues. You can go to the school (or district) 

psychologist, who can meet with your child, if necessary.

When your child returns to sports and recreation

1. Gear up. Make sure they use the right protective gear (such 

as helmets, protective eye wear, etc.). Be sure that protective 

equipment is in good condition and worn correctly. Go to 

nhtsa.gov/bicycles for a step-by-step guide on how to fit a 

bicycle helmet.

2. Practice makes perfect. Teach your child to practice safety skills 

and proper form. For example, knowing how to tackle safely is 

important in preventing injuries in football. Proper form may 

prevent injuries in baseball, softball and other activities. 

How do I know if I am doing the right things?

There are several steps you can take to help your child:2, 3, 4, 5, 6, 7

1. Monitor symptoms. One of the most important things that 

you can do is keep track of changes in your child. Are symptoms 

getting better or worse? Has there been no change at all? Using a 

symptom log, like the one at the end of the last section, can help 

you determine if your child is improving. 

2. Ensure rest. Make sure your child is getting plenty of sleep at night 

and rest breaks during the day. Stick to a regular sleep schedule 

and limit phone and computer time if they worsen symptoms. 

3. Promote independence. Help your child learn to take care of his 

or her own daily routine in age-appropriate ways, such as brushing 

teeth for younger children. Be sure to pay attention to slight signs of 

confusion, irritability or frustration during these tasks. If your child 

has trouble, try breaking activities into steps.

4. Allow visits with friends, with limits. After a concussion, your child 

may need to be absent from school and other activities, which may 

cause him or her to feel isolated. You want to encourage interaction 

with friends, but ensure that the visits are short and do not trigger 

symptoms. (A phone call with one friend might be all that your child 

can handle.) Suggest something that is not a physical activity, such 

as watching a short movie or sharing a meal.

Support Recovery
12 13

Talking to Your Child

Your brain is like a tree. When it is healthy, a tree has lots of leaves, 

a strong trunk and many branches. Just like the tree, your brain has a 

lot of strong parts that work together when it is healthy.

To understand a concussion, think about what would happen to the 

tree if a storm came. The storm would have strong winds and lightning 

that would blow some of the leaves off the tree. It might also damage 

some of the branches and the trunk of the tree. 

Your brain works in the same way. When it is hurt by a concussion, it 

may not be as strong or work the same way as it did before it was hurt. 

Just as the tree takes time to grow back the leaves and branches, your 

brain may take some time to be strong again after a concussion. 

Section 3

Returning to School

Recovery is different for each child. Deciding when your child is ready to 

go back to school after a concussion can be difficult. Many factors play 

a role, including the amount of time since your child’s concussion, the 

symptoms your child is experiencing, advice from medical providers, and 

your own observations of your child’s ability to participate in activities. 

As a parent or primary caregiver, you are the best person to keep track 

of your child’s symptoms and his or her ability to tolerate physical 

activities (running, chores, sports) and tasks that require thinking skills 

(reading, organizing information, math).2, 3, 4, 5, 6, 8, 9

Although most children will recover from their concussion within three 

weeks of their injury, some may experience symptoms that last longer. 

It is important to keep track of your child’s symptoms throughout 

recovery to make sure your child is getting better. You will also want to 

pay attention to any specific activities or times of the day during which 

symptoms worsen. You can use the symptom log in Section 1 of this 

guide to track changes.

What should I ask my medical provider before sending 

my child back to school?

n How many days should my child stay home from school? (Discuss 

the symptoms from the symptom log.)

n Should my child go back for a half day or a full day at first?

n What types of adjustments might help at school at the beginning 

(light adjustment, avoid eating in cafeteria because of noise, extra 

time for routine tests etc.)?

n Should my child take the bus (for example, because of dizziness, 

noise and overstimulation)?

Returning to School
14 15Returning to School

Return to School Stages8,13,14

Every child’s injury and recovery time is unique; but with guidance 

from your doctor, help from other health care team members and 

school support, your child can safely return to school after a concussion.

Here is an example of a return to school plan to use with your child: 

Stage 1: Rest

Minimum 24 hours and up to several days 

n Visit your child’s medical provider.

n Have your child REST from physical activities and 

tasks that require thinking skills.

n Your child should stay home from school and any 

after-school job for the first 24 hours. To return to 

sports, your child may be required to get signed 

clearance from a medical provider.

n Help your child avoid tasks that require thinking or 

processing (homework, computer surfing, reading, 

texting, video games, playing musical instruments). 

This includes driving for teenagers. 

n Do not allow your child to participate in activities that require physical 

activity (such as exercise, sports, walking long distances).

n Remind your child that he or she can participate in activities such as 

watching a little television, engaging in light conversation and playing 

simple board games.

n Avoid activities that might aggravate symptoms, such as listening to 

loud music. 

n Avoid drinks with caffeine (energy drinks and soda) because they can 

interfere with sleep and disrupt recovery. 

Move on to Stage 2 when your child feels like the symptoms are much 

less or gone.

Stage 2: Get Ready

Continued recovery; length varies based on your child’s 

response

n Have your child attend school for half days or full 

days.

n Inform the school about absence(s) due to medical 

issues. You will need a doctor’s note to give to the 

school. Keep in mind the strategy of “Not too much, 

but not too little” throughout this stage. Every 

concussion — and its recovery — is different. Let the 

symptoms guide what you allow your child to do at 

school and at home. For example, if your daughter 

or son starts to have symptoms when using the 

computer, limit screen time.

n If symptoms get worse, decrease the amount of time 

at school. 

n If your child has become sensitive to noise or light, it might be best to 

stay home from a school dance where loud music, flashing lights or 

large crowds could worsen symptoms. Your child might also want to sit 

out band or chorus practice.

n Continue to encourage your child to rest after coming home from 

school and postpone extracurricular activities for now.

n Continue to track symptoms in the symptom log. If your child’s 

symptoms get worse, decrease the amount of mental activity (thinking 

skills) and physical activity. 

n Make sure rest breaks are scheduled throughout the day.

n For teens: Whether your child should return to work or drive depends 

on how well he or she is coping with symptoms. Speak with your child 

to see whether symptoms return or get worse at work or while driving. 

If so, talk to your medical provider about getting a note for work 

accommodations. 

n Talk with your child’s teachers about a plan for assigning light cognitive 

and physical tasks (for example, less homework, more time for 

assignments, less exercise in gym classes and recess). Your child could 

benefit from some of the school supports listed in the next table.
16 17

Symptom/

Problem

Elementary 

School Middle School High School

Physical abilities 

(dizziness, balance, 

headache, sensitivity to noise or light)

■ Give student 

preferential seating 

in a classroom

■ Allow the student 

to wear sunglasses

■ Give student 

preferential seating 

in a classroom

■ Allow the student 

to wear sunglasses

■ Give student 

preferential seating 

in a classroom

■ Allow the student 

to wear sunglasses

Thinking (cognitive) 

skills (forgetfulness, 

concentration, 

comprehension, 

word finding)

■ Allow extra time for 

homework/tests

■ Refocus student 

with verbal, 

nonverbal cues

■ Allow student extra 

time to speak

■ Allow extra time for 

homework/tests

■ Refocus student 

with verbal, 

nonverbal cues

■ Allow student extra 

time to speak

■ Allow extra time for 

homework/tests

■ Refocus student 

with verbal, 

nonverbal cues

■ Allow student extra 

time to speak

Emotional/

behavioral 

issues (anxiety, 

depression, 

irritability, feeling 

overwhelmed)

■ Allow frequent 

breaks

■ Remind child to 

take a deep breath 

when he or she 

gets overwhelmed

■ Allow frequent 

breaks

■ Teach self-talk to 

relieve stress and 

anxiety

■ Allow frequent 

breaks

■ Teach self-talk to 

relieve stress and 

anxiety

School Supports

Your child may need accommodations from the school to help reach his 

or her educational goals. Some examples are below. 

Returning to School

TIP: Tip

The best indicator of how much is too much is whether your child starts 

to have symptoms. If your child does not experience symptoms during 

an activity, then it is OK to continue that activity. If your child starts to 

feel symptoms, then he or she must stop that activity right away and 

rest. Symptoms are a sign that the brain is being overtaxed.2, 8, 9

Talking to Your Child’s Teacher

n Explain your child’s diagnosis and specific challenges that he or 

she may be experiencing.

n If he or she is out of school, keep the teacher informed of your 

child’s recovery progress on a regular basis.

n Ask the teacher to keep you informed if your child is experiencing 

difficulties at school.

n Notify the teacher of any specific strategies that may help your 

child (such as taking breaks).

Talking to Your Child’s Coach

n Ensure the coach is aware of your child’s diagnosis and describe 

specific challenges that he or she may be experiencing.

n In most states, your coach will need to get a signed clearance form 

from your child’s medical provider to return your child to play.

n Check with the coach to see how your child can remain actively 

engaged with the team, even if he or she cannot return to play yet.

Move on to Stage 3 when your child can attend a full day of school 

and complete his or her assignments without symptoms.

If your child continues to need academic support, such as more time 

for assignments, you may need to talk with your child’s teacher about 

pursuing a 504 accommodations plan, described in the next section. A 

general rule of thumb is to ease your child into school routines slowly, 

paying close attention to his or her symptoms. Recovery may take longer 

if your child engages in too much physical or cognitive activity before he 

or she is ready. Be sure to talk to your child’s medical provider about your 

plans to help him or her return to school. If symptoms have not resolved 

after three weeks, take your child back to the doctor for an evaluation.9
18 19

Stage 3: Go

Return to normal learning activity when symptoms go away

n Allow your child to return to normal cognitive 

(mental) activities at school and at home.

n In many states, your child will be required to 

get clearance from his or her medical provider 

to return to sports. Regardless of whether that 

is required in your state, your child should not 

return to sports until he or she is completely 

symptom-free. Your medical provider can give 

you a step-by-step approach to safely return 

your child to sports.

n Continue to monitor your child to see whether symptoms return.

Section 4

For Children With Longer Recovery Times

For children who take longer to recover, you may need to talk to 

your child’s school about setting up 504 accommodations for 

continued — and possibly increased — school support.

What are 504 accommodations?

Section 504 of the Rehabilitation Act of 1973 is a federal civil rights 

law that protects the rights of individuals with disabilities in programs 

and activities that receive federal financial assistance. It provides for 

accommodations that will allow your child — if eligible — to continue 

with the general curriculum. These accommodations could include taking 

a test alone in a quiet room, receiving a printed copy of class notes 

or being allowed to leave class five minutes early to avoid the rush as 

students change classes.15, 16, 17

A 504 accommodations plan is different from special education in that 

the curriculum itself does not change, just the way your child gains 

access to it. With special education, the curriculum and standards 

themselves are being modified.

In addition to a school nurse and school psychologist, related service 

providers in the school setting — including occupational therapists, 

physical therapists and speech-language pathologists — can help your 

child improve in areas where symptoms do not improve on their own. 

These may include worsening symptoms during physical activities and 

continuing problems with thinking, understanding or communicating. 

Related service providers may provide home exercise and activity 

programs for you to do with your child. Before related service providers 

can offer services in the school setting, a 504 accommodations plan will 

need to be put in place.16

Longer Recovery
20 21

To be thorough, ask your child’s teacher for a list of the accommodations 

the school is able to provide. Accommodations also are allowed for 

state testing; check with your child’s teacher for state-specific testing 

guidelines. 

It is possible that, when all is said and done, your child will not want 

any accommodations. This may be particularly true for older children 

regarding accommodations that may separate them from peers. 

You can remind your child that education plans can change, that 

accommodations don’t have to last forever and that you are working 

to make things “get back to normal” as soon as possible. Although it 

is challenging as a parent, sometimes allowing your child to struggle 

academically (for example, perform poorly on a test or quiz) is 

the best way for him or her to recognize and accept the need for 

accommodations.

Tip

A permanent change of station can complicate arrangements that you 

are making with your medical provider and your school. To help make 

a smooth transition, be sure your medical providers communicate 

with one another and that there is communication with the new 

receiving school to prepare for any necessary accommodations. If you 

have a 504 accommodations plan with your old school, ask the school 

to forward the plan to the new one. The new school has about 30 

days to implement the current plan or propose changes to it. You may 

want to give the new school a copy of the plan while waiting for the old 

school to send it.

Tip

Always talk to your child before requesting or agreeing to 

accommodations that will affect the daily school routine. 

Your child should never be surprised by extra help.

Section 504 meetings can be stressful and emotional for parents, but 

they do not have to be this way. The following planner includes steps you 

can take to help you get ready to navigate the 504 process.

Longer Recovery

4 AFTER THE MEETING

Discuss the meeting with your child, if he or she did not attend. It is important 

that your child is not surprised about upcoming changes. 

Follow up with your child’s teacher to ensure the implementation of the 504 

accommodations plan. Share your concerns and successes with the teacher. 

Consult your copy of the Parent and Student Rights pamphlet for details on how 

to file an objection, if you disagree with the recommendations.

4 AT THE MEETING

Ask questions if you need further clarification on anything. It is important you 

fully understand all aspects of your child’s education plan.

Remember, you do not have to sign the 504 accommodations plan at the 

meeting. It is your right to take a final copy home to review further. You can sign 

and return it to the school at any time, but remember that your child’s current 

education program will not change without your signature. You also can sign only 

for portions of the plan you agree with and delay others if you do not agree with 

the full plan. Provide written explanation of your objection.

4 BEFORE THE MEETING

Request blank 504 forms or a draft of the 504 accommodations plan a few 

days before the meeting. Give yourself time to review the draft and write your 

questions down to bring to the meeting.

Organize relevant communication with the school, such as notes or emails, in 

a binder and bring it to the meeting. Your child’s school will have a coordinator 

who will collect report cards, progress reports, school-work samples and formal 

assessments.

Confirm that you can attend the proposed date and time of the meeting.

■ If appropriate, your child should participate.

■ If the proposed date and time are not convenient, it is your right to request an 

alternate meeting time or a phone or video conference.

Ask a family member or friend to attend the meeting with you for support. 

Request and review a copy of the Parent and Student Rights pamphlet from your 

child’s school district, which outlines parental rights.

Document your contributions by writing them down and sharing them at the 

meeting. Contributions may include:

■ strengths and weaknesses of your child, or strategies that work well

■ your concerns regarding progress in developmental and academic areas

■ information on your child’s postsecondary goals (such as college, careers)

Section 504 Planner
22 23

References

1. Centers for Disease Control and Prevention. (2014). Percent distributions of TBI-related 

hospitalizations by age group and injury mechanism – United States, 2006-2010. Retrieved from 

cdc.gov/traumaticbraininjury/data/dist_ed.html

2. Centers for Disease Control and Prevention. (2010). Preventing TBI. Retrieved from

cdc.gov/Features/BrainInjury

3. Centers for Disease Control and Prevention. (2010). Facts about concussion and brain injury: 

Where to get help. Retrieved from cdc.gov/concussion/pdf/Facts_about_Concussion_TBI-a.pdf

4. Centers for Disease Control. (n.d.). Heads up to schools: Know your concussion ABCs. 

Retrieved from cdc.gov/concussion/pdf/TBI_factsheets_PARENTS-508-a.pdf

5. Centers for Disease Control and Prevention. (2010). Heads up to schools: Know your 

concussion ABCs. A fact sheet for teachers, counselors and school professionals. Retrieved from 

cdc.gov/concussion/pdf/TBI_factsheet_TEACHERS-508-a.pdf

6. Centers for Disease Control and Prevention. (2012). What can I do to help feel better after a 

concussion? Retrieved from cdc.gov/concussion/feel_better.html#1

7. Moser, R.S., Glatts, C., & Schatz, P. (2012). Efficacy of immediate and delayed cognitive and 

physical rest for treatment of sports-related concussion. Journal of Pediatrics, 161(5), 922-926.

8. Master, C.L., Gioia, G.A., Leddy, J.J., & Grady, M.F. (2012). Importance of ‘return-to-learn’ in 

pediatric and adolescent concussion. Pediatric Annals, 41(9), 1-6.

9. Halstead, M.E., McAvoy, K., Devore, C.D., Carl, R., Lee, M., & Logan, K. (2013). Returning to 

learning following a concussion. Pediatrics, 132(5), 948-957. doi:10.1542/peds.2013-2867

10. Military One Source. (n.d.) The DoD special needs parent tool kit. 

Retrieved from militaryonesource.mil/efmp/parent-tool-kit?content_id=268726

11. Woods, D.T., Catroppa, C., Barnett, P., & Anderson, V.A. (2011). Parental disciplinary practices 

following acquired brain injury in children. Developmental NeuroRehabilitation, 14(5), 274-282.

12. Wade, S.L., Cassedy, A., Walz, N.C., Taylor, H.G., Stancin, T., & Yeates, K.O. (2011). The 

relationship of parental warm responsiveness and negativity to emerging behavior 

problems following traumatic brain injury in young children [Abstract]. Developmental 

Psychology, 47(1), 119-133. Retrieved from ncbi.nlm.nih.gov/pmc/articles/PMC3750965/

13. Colorado Department of Education. (2014). Concussion management guidelines. Retrieved from 

http://www.cde.state.co.us/sites/default/files/Final%20Concussion%20Guidelines%204%2024%2014.pdf

14. Rocky Mountain Hospital for Children Center for Concussion. (2013). 

REAP the benefits of good concussion management. Retrieved from 

http://issuu.com/healthone/docs/reap_oct21/1?e=1811185/5400960

15. U.S. Department of Education. (n.d.). Landing Page. Retrieved from 

www2.ed.gov/parents/landing.jhtml

16. U.S. Department of Education. (2010). Free appropriate public education for students with 

disabilities: Requirements under Section 504 of The Rehabilitation Act of 1973. Retrieved from 

ed.gov/about/offices/list/ocr/docs/edlite-FAPE504.html

17. U.S. Department of Education. (2003). Guidance on standards, assessments, and accountability. 

Retrieved from http://www2.ed.gov/policy/elsec/guid/standardsassessment/accom.html

18. Department of Defense Education Activity (n.d.) DoDEA special education handbook. [Parent 

Guide]. Retrieved from am.dodea.edu/scstewartcuba/Forms/MAX-268_ParentGuide_12-13.pdf

19. U.S. Department of Education (n.d.) Building the legacy: IDEA 2004. Retrieved from 

http://idea.ed.gov/

Key Points

n Your child should completely recover from a concussion 

with the proper rest and treatment; but everyone 

recovers at their own pace.

n Track your child’s symptoms in a symptom log to see 

whether they get better or worse.

n Stay in close communication with your child’s health care 

provider, teachers and coaches.

n If your child has not improved after three weeks, consult 

your health care provider and talk to your child’s teacher 

about a Section 504 accommodations plan.

What if problems persist? 

A very small percentage of children may have problems after six months. 

If you are still concerned about your child’s progress, you may want to talk 

to the school about an evaluation for special education or related services. 

If your child is eligible for special education, then the school district will be 

able to start an individualized education program (IEP). An IEP is covered 

under the Individuals With Disabilities Education Act (IDEA).19

References

U.S. Department of Defense Education Activity (DoDEA) 

Schools18

It is important to note that, while federal laws apply to DoDEA schools, 

state regulations may not. DoDEA Regulation 2500.14 supports the 

implementation of 504 accommodations plans. For more information, 

visit www.dodea.edu/StudentServices/accommodations.cfm.
September 2014 dvbic.dcoe.mil | info@dvbic.org

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U.S. Marine Corps photo by Cpl. Reece E. Lodder