Provide social and emotional support
Suggestion for implementing the strategy ‘Concussion: Support a return to learning and activity’
On this page:
On this page:
Current page section: Provide social and emotional support
Go to top of current page: Provide social and emotional support
Go to top of current page: Provide social and emotional support
Go to top of current page: Provide social and emotional support
Notice where support is needed
Notice where support is needed
Many symptoms can often be misinterpreted.
Instead, these symptoms are signals that a brain is still healing and needs a supportive environment to aid recovery.
- Behaviour changes triggered by minor events
- Reduced impulse control
- Frustration over not being able to do things they could do before
- Easily overwhelmed
- Reduced problem-solving skills
- Unaware of changes in ability
- Less able to read social cues
- Inflexible thinking
Demonstrate empathy
Demonstrate empathy
A student talks about the value of adults having empathy for his invisible injury.
Useful teaching strategies
Useful teaching strategies
Select teaching strategies to support the recovery of a child or young person with a concussion.
Seek feedback on what’s helpful.
Adjust as needed.
- Maintain an organised, uncluttered, and calm learning environment.
- Create predictable and consistent routines.
- Prepare for and give reminders of upcoming transitions or changes in routine.
- Allow wait time for processing what is being said and to allow children and young people to form their own responses.
- Cue that what you are about to say is important.
- Teach children and young people to advocate and ask for clarification.
- Discuss and practise what is expected prior to events.
- Build awareness of how words and behaviours affect others.
- Teach thought-stopping, relaxation, or coping strategies, such as taking deep breaths, calming self-talk, and leaving the situation until calm.
- Incorporate breaks from the setting to regroup, calm, and rest.
Reflection questions
Reflection questions
Adapt and adjust for your own context.
- How could you reduce situations that may trigger anxiety (for example, minimise changes in routine, cramped working spaces, noise, clutter, unstructured activity, frequent transitions)?
- Where could you teach and incorporate relaxation and coping strategies into the curriculum?
- What processes will you use to regularly check-in with the child or young person?
- How will you strengthen children and young people’s self-advocacy skills?
Useful resources
Useful resources
Changes: Behaviour, mood & personality
Read time: 3 min
This leaflet explains how damage to certain parts of the brain can change personality and behaviour and affect mood.
Publisher: Brain Injury NZ
Download PDF
BrainSTARS: Regulation of emotion
This is a list of practical strategies for teachers and parents supporting students with a brain injury.
Publisher: BrainLine
Next steps
More suggestions for implementing the strategy “Concussion: Support a return to learning and activity”:
-
Current page Provide social and emotional support
Return to the guide “Supporting learners with acquired brain injury”
How to use this site
Guide to Index of the guide: Acquired brain injury and learning
Understand:
- Understand the basics about ABI
-
Understand impacts on learning and wellbeingShow suggestions for Understand impacts on learning and wellbeing
Strategies for action:
-
Review leadership and governance responsibilitiesShow suggestions for Review leadership and governance responsibilities
-
Concussion: Support a return to learning and activityShow suggestions for Concussion: Support a return to learning and activity
- Understand the injury and the needed support
- Develop a plan of support
- Monitor physical activity
- Provide social and emotional support
- Support attention, communication, and organisation
-
Traumatic brain injury (TBI): Support a return to learning and activityShow suggestions for Traumatic brain injury (TBI): Support a return to learning and activity
-
Non-traumatic brain injury: Support a return to learning and activityShow suggestions for Non-traumatic brain injury: Support a return to learning and activity