Examining the Lived Experience of University Students Receiving Academic Accommodations for Concussion
Abstract
Purpose. The present study aimed to gain insight into the lived experiences of post-secondary students with concussion(s) who are receiving academic accommodations. This was explored in the context of the COVID-19 pandemic, where the shift to online learning became ubiquitous. The purpose was to determine whether university students with concussion face similar challenges compared to (1) younger populations of students with concussion (i.e., elementary and high school aged students) and (2) individuals with more severe Traumatic Brain Injuries (TBIs). Method. Nine university students who were registered with academic accommodations at a Canadian university engaged in semi-structured interviews. Interpretative Phenomenological Analysis was used to inductively analyze the interview data. Results. Student experiences with their academic accommodations were mixed; the transition to online learning resulted in both new barriers (i.e., test-taking difficulties with Proctortrack) and the amplification of pre-existing barriers (e.g., an exacerbation of concussion symptoms due to increased screen time). Factors that were often beyond students’ control (e.g., faculty and familial support, financial resources) affected whether students felt well-accommodated in their classes, and created discrepancies across students in the provision of accommodations. Faculty members, peers, and friends of students who had more concussion-related knowledge were more readily supportive and accommodating. Students who exhibited personal resourcefulness fared better overall and engaged in less catastrophizing. Conclusions. Barriers to accessible education in students with concussion in the post-secondary setting exist and have been amplified by the shift to online learning. Potential areas for intervention at the individual and systems levels are discussed.