Improving Concussion Management in Schools: Insights from the FRANCS Framework

Effective concussion management in schools is vital for the recovery of young athletes and students. A recent study evaluated the "Framework for Management of Concussion in New Zealand Secondary Schools" (FRANCS). This framework aims to support students as they return to academic and physical activities. Specifically, researchers examined the experiences of stakeholders during two years of implementation. Consequently, they found that flexibility allows some schools to adapt and integrate the framework effectively. However, other schools faced significant resource limitations and low engagement. Therefore, tailoring the process to individual school contexts remains essential.

Notably, early detection and structured monitoring systems improve student outcomes. Furthermore, external support helps schools establish clear communication pathways. Ultimately, effective implementation requires a shift in how educational institutions perceive and manage brain injuries. Moreover, when schools own the process, students receive better individualized support. Additionally, integrating these protocols into existing systems ensures long-term sustainability.

Optimizing Concussion Management in Schools

Schools must prioritize a graduated "return-to-learn" process. This protocol ensures that students do not worsen their symptoms while trying to resume academic tasks. Moreover, consistent communication between healthcare providers and teachers is necessary. Similarly, educating staff on the signs of concussion can lead to faster intervention and better recovery trajectories. Specifically, adjusting workloads can prevent cognitive fatigue in recovering students.

FAQs

Why is a return-to-learn process important?

A return-to-learn process ensures that students resume academic tasks gradually without worsening their symptoms. Consequently, it prevents long-term academic decline and cognitive fatigue during recovery.

What are the main barriers to concussion management?

Common barriers include resource limitations, low engagement from staff, and overly complex administrative processes. However, flexible frameworks like FRANCS help schools overcome these hurdles by allowing local adaptation.

What is the role of flexibility in this framework?

Flexibility enables schools to integrate concussion protocols into their unique communication pathways. Notably, this makes the management process feel less onerous for teachers and administrative staff.

Disclaimer: This content is for informational and educational purposes only. It is not intended to be a substitute for professional medical advice, diagnosis, or treatment. Refer to the latest local and national guidelines for clinical practice.

References

Skilton D et al. Managing concussions in New Zealand secondary schools: Let's take it seriously. Brain Inj. 2026 Jun 06. doi: 10.1080/02699052.2026.2683510. PMID: 42249742.

CDC. Returning to School After a Concussion. HEADS UP - CDC. August 06, 2025.

American Academy of Pediatrics. Improving Pediatric Concussion Management in the Primary Care Setting. AAP Publications. January 07, 2026.