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<p> Concussion is a commonly occurring health-related condition in childhood, especially among youth athletes, that may require school-based management. Given their background and role, school psychologists are well-positioned to support students who have experienced a head injury; however, research suggests that school psychologists lack the confidence to lead a school concussion management team. This study examined sources of school psychologists’ concussion‑related knowledge, their self‑rated competence to engage in concussion‑management activities, and factors that may predict perceived competence. Results revealed that the school psychologists surveyed in this study primarily acquired concussion knowledge through independent professional development activities (e.g., readings) followed by formal workshops. Self-ratings of perceived competence were not high across the seven concussion management activities. Depending on the concussion management activity, concussion knowledge, previous formal professional development, or years of experience emerged as the leading predictors of perceived competence. Findings underscore the need for additional training and structured protocols for school psychologists involved in concussion management.</p>

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Self-Perceived Competence of School Psychologists to Engage in School-Based Concussion Management Activities

  • 期刊论文

  • 发表日期：

    2026年5月29日

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  • Braelyn N. Tracy,
  • Ara J. Schmitt,
  • Kara E. McGoey,
  • Gibbs Kanyongo,
  • Erica Beidler,
  • Clyniece Hodge

摘要

Concussion is a commonly occurring health-related condition in childhood, especially among youth athletes, that may require school-based management. Given their background and role, school psychologists are well-positioned to support students who have experienced a head injury; however, research suggests that school psychologists lack the confidence to lead a school concussion management team. This study examined sources of school psychologists’ concussion‑related knowledge, their self‑rated competence to engage in concussion‑management activities, and factors that may predict perceived competence. Results revealed that the school psychologists surveyed in this study primarily acquired concussion knowledge through independent professional development activities (e.g., readings) followed by formal workshops. Self-ratings of perceived competence were not high across the seven concussion management activities. Depending on the concussion management activity, concussion knowledge, previous formal professional development, or years of experience emerged as the leading predictors of perceived competence. Findings underscore the need for additional training and structured protocols for school psychologists involved in concussion management.