Protecting Injured Student Athletes' Academic Accommodations and Access

How Schools Should Protect Learning While Supporting the Athlete

Student athletes balance schoolwork, practices, travel, and constant performance expectations. When an injury or disability enters the picture, academic support becomes just as important as medical recovery.

Athletes have the same rights to educational support as any other student, and those rights matter even more when their physical or cognitive health is affected.

When an Athlete Needs More Than Rest

Injuries do not end when the game ends. A concussion can affect memory and concentration. A knee injury can make it hard to move across campus. Chronic pain can cause anxiety and missed class time. Schools must provide support that keeps the athlete’s education on track.

Two major systems help families manage this support.

What a 504 Plan Can Offer

A 504 Plan is for students who need accommodations rather than specialized instruction. Common accommodations for athletes include:

• Extended time on assignments and tests

• Breaks during the school day

• Modified physical education

• Excused absences for medical treatment

• Reduced screen time after concussions

• Help with mobility around school

If an injury or health condition affects learning, focus, or physical access, a 504 Plan should be considered.

When an IEP Is Needed

An IEP provides specialized instruction. Some athletes already receive this support for learning disabilities, ADHD, or other conditions. Others need it after a major injury that affects learning.

An IEP does not limit a student’s right to participate in sports unless a medical provider gives a clear restriction. Schools cannot use an IEP as a reason to remove an athlete from a team.

Concussions and Academic Impact

Concussions are one of the most common reasons athletes need academic support. Symptoms can last weeks or months and may include headaches, difficulty concentrating, sensitivity to light, and slower processing.

Schools are required to adjust academic expectations during recovery. These adjustments must be written so that teachers and coaches follow the same plan.

Common Problems Families Face

Parents often hear the same responses when they request help. These responses are not excuses for avoiding legally required support.

"Your child just needs time."

"We will handle things informally."

"This is not a medical issue any longer."

"Other athletes recovered faster."

Every student heals differently. A written plan protects the athlete and maintains consistent expectations.

Why Coaches Matter

Coaches are an important part of the support team. Athletes talk with coaches daily and often report symptoms to them first. Coaches should understand the student’s academic and medical needs.

Coaches should know:

• Whether the student is on concussion protocol

• Any restrictions from a doctor

• What academic adjustments are required

• When practices need to be modified or limited

Protecting an athlete early prevents long-term setbacks.

Helping Your Athlete Get a Plan

Parents can request a school meeting at any time. You do not need to wait for the school to offer help. You do not need a doctor’s note to start the process. A written request triggers the proper timeline for evaluation or accommodations.

The Bottom Line

Student athletes should not have to choose between healing and keeping up in school. With strong communication and a clear plan, the athlete can stay protected academically and physically. Injuries are temporary. Their education is not.

A well-organized 504 Plan or IEP gives athletes the structure they need to recover, compete, and succeed.

William T. “Bo” Johnson III

Attorney and Managing Member