Oftentimes secondary school athletic trainers are sole providers for a large patient population. That was the situation I was in for the better part of a decade, being a secondary school athletic trainer. It was a great amount of work, but truthfully, I loved it. What caught my attention for my Applied Research Project (ARP) was the lack of policies focused on our concussion management process. I realized that although I was trying to incorporate current recommendations for concussion management, our institution was lacking policies that helped support me as a healthcare provider.

As healthcare providers, our recommendation for our practice is constantly evolving. As such, our policies that outline our guidelines, rules, or system principles when it comes to concussion management. Overall, I elected to incorporate a return-to-learn policy in the secondary school as a start to a complete overhaul of the concussion management policies. Return-to-learn is one of the first steps after being medically assessed and diagnosed with a concussion. Not only did this give me the opportunity to provide written guidelines for returning to school after a sports-related concussion, but it also gave me the opportunity to educate all stakeholders on their critical roles in the concussion management team.

I have a strong sense that previous coursework in A.T. Still University's (ATSU) Doctor of Athletic Training (DAT) program has prepared me to have a smooth implementation of this policy. Although the process itself was a great amount of work, the end product is the most rewarding element behind all of it. Not only did we implement a policy that serves as the foundation for future policy changes, but it also positively impacts all stakeholders.

Due to the changes made, all stakeholders now have an understanding of the following: what a concussion is, what academic adjustments are available, what academic accommodations are available, how to find all this information, and how to effectively communicate any implications that might arise during this process.

My ARP experience, as of now, has been one of the most rewarding elements of this program. I was able to inspire change—starting with one policy. I encourage all future students to find something they are passionate about and determine how they can use their ARP to promote education or change.