Support physical recovery and provide opportunities for rest
Suggestion for implementing the strategy ‘Non-traumatic brain injury: Support a return to learning and activity’
On this page:
On this page:
Current page section: Support physical recovery
Go to top of current page: Support physical recovery
Go to top of current page: Support physical recovery
Go to top of current page: Support physical recovery
Notice when support is needed
Notice when support is needed
Many symptoms of a brain injury can often be misinterpreted.
Instead, these symptoms are signals that a brain is still healing and needs a supportive environment to aid recovery.
- feeling tired, just wanting to sleep
- daydreaming, looking blank
- doesn’t seem like her/himself
- easily frustrated
- shows no interest in playing
- unusually emotional
- sore head or other pains
- yawning, dozing off
- listless or pale.
Embed rehabilitation activities
Embed rehabilitation activities
When the rehabilitation team visit document activites and assiatnce with video and photos.
These will help keep everyone on the same page.
Closed Captions
Monitor fatigue, offer quiet zones
Monitor fatigue, offer quiet zones
A child or young person may have difficulty self-monitoring their level of fatigue.
Encourage timely breaks in quiet spaces.
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Useful teaching approaches
Useful teaching approaches
Set up an appropriate learning environment and select teaching approaches that support the recovery of a child or young person with a concussion.
Seek feedback on what’s helpful.
Adjust as needed.
- Provide the learner with access to a comfortable indoor or outdoor space to take a complete break or have a sleep.
- Give the learner the choice to work where they are most comfortable.
- Provide access to food and drink throughout the day.
- Provide spaces to play or study free from additional stimulation (sound, movement, bright light, clutter or a number of objects on desk).
- Provide opportunities to transition classes or activities early to avoid crowded spaces.
- Timetable the most important learning tasks at the times when the learner has the most energy.
- Include a mix of non-academic subjects and a focus on cognitive strengths.
- Reduce or modify workload expectations.
- Allow additional time to complete activities and assignments.
- Excuse the learner from less important activities.
- Give time to talk. Children and young people are often distressed and frustrated by their inability to perform.
Reflection questions
Reflection questions
Adjust and adapt for your own context.
- How will you monitor a child or young person’s level of fatigue?
- How will you offer rest stops?
- How will you ensure all staff are aware of a child or young person’s safety needs during break times and during play or sporting activities?
- What processes will you use to ensure that communication with the child or young person's whānau is effective and timely?
- Where might the design of the learning environment increase fatigue?
Useful resources
Useful resources
Fatigue management
Read time: 2 min
This leaflet provides suggestions and techniques for managing fatigue.
Publisher: Brain Injury NZ
Download PDF
Next steps
More suggestions for implementing the strategy “Non-traumatic brain injury: Support a return to learning and activity”:
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Current page Support physical recovery
Return to the guide “Supporting learners with acquired brain injury”
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Acquired brain injury and learning
How to use this site
Guide to Index of the guide: Acquired brain injury and learning
Understand:
- Understand the basics about ABI
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Understand impacts on learning and wellbeingShow suggestions for Understand impacts on learning and wellbeing
Strategies for action:
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Review leadership and governance responsibilitiesShow suggestions for Review leadership and governance responsibilities
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Concussion: Support a return to learning and activityShow suggestions for Concussion: Support a return to learning and activity
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Traumatic brain injury (TBI): Support a return to learning and activityShow suggestions for Traumatic brain injury (TBI): Support a return to learning and activity
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Non-traumatic brain injury: Support a return to learning and activityShow suggestions for Non-traumatic brain injury: Support a return to learning and activity
