How do I increase my student’s workload?

To start, introduce school work that has a low demand on the brain. Consider how much thinking and stimulation is involved. Help the student choose work that they enjoy and is one of their strengths. The work should be at the student’s current level and therefore less likely to overwork the brain. A student should not be pressured or expected to catch up on missed school work or maintain current school work.

Follow the student’s Return to Learn Plan in regards to testing, homework and other learning accommodations. The student’s workload can be increased or decreased by adjusting their learning accommodations. A student’s return to learn is a fluctuating process where the student can be doing well one day but not the next; it’s important to ensure that the plan is reviewed and revised with the student and their support system and that the plan remains flexible enough to allow for the individual needs of the student.

For some students, falling behind in school work is difficult and this might cause them to increase their workload on their own or they might continue to work despite experiencing an exacerbation of symptoms. If a student's symptoms are exacerbated, allow for physical and cognitive rest. Once their symptoms have subsided, try a shorter period of time. These students may need closer monitoring and reassurance to prevent a more prolonged recovery.

It’s important to get input from both the student and the parent or guardian when making decisions on the student’s workload.

For more information on preparing a Return to Learn Plan, take the Concussion Awareness Course for School Professionals.

The student’s workload can be increased or decreased by adjusting their learning accommodations