Academic Functioning and Service Utilization After Sport-Related Injury in College Students: Comparing Concussion and Musculoskeletal Injury Experiences

PURPOSE: College student athletes commonly experience concussion and related cognitive and academic difficulties; however, the extent to which these difficulties are associated with engagement in rehabilitation and academic support services remains unclear. This study compared academic functioning, symptom burden, and support service utilization between college student athletes with sport-related concussion (SRC) and those with musculoskeletal (MSK) injuries to identify potential gaps in postinjury care relevant to return to learn. METHOD: In this cross-sectional retrospective study, 63 student athletes (41 SRC, 22 MSK) completed the College Survey for Students With Concussion and Other Injuries. Outcomes included self-reported academic functioning, total and domain-specific symptom burden (cognitive, physical, emotional), and utilization of support services (medical, rehabilitation, disability, counseling). Group differences were examined using nonparametric tests, and associations among symptoms, academic functioning, and service utilization were evaluated using correlational analyses. RESULTS: Compared with the MSK group, student athletes with SRC reported greater academic difficulties and higher total symptom burden, particularly for cognitive and physical symptoms. Despite these differences, overall service utilization did not differ between groups. Physical therapy was used more frequently by the MSK group, whereas other services were rarely accessed by either group. Within the SRC group, greater symptom burden was associated with more self-reported academic challenges and a higher likelihood of service use, indicating greater help-seeking among highest need participants despite overall very low utilization. CONCLUSIONS: Findings suggest a mismatch between concussion-related academic and cognitive difficulties and engagement with rehabilitation and other services in college student athletes. Results highlight the need to investigate the need for and pathways to support services, including speech-language pathology and other cognitively focused interventions within collegiate concussion management and return-to-learn frameworks. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.34925325.