Concussive brain injury in high school athletes is a growing problem, with 3.8 million concussions in athletes in the United States. Additionally, 50% of these are not receiving proper treatment, meaning they play with a concussion, known as underreporting (Harmon et al., 2018). Concussive injury damages the sensorimotor system and has cognitive implications for high school athletes. Students suffering from a concussion experience: "physical, cognitive, sleep, and emotional symptoms that affect academic performance" (Philipson et al., 2021, p. 656). Maryland legislation guides the identification of concussive brain injury and its management by athletic trainers and coaches, who must follow the "Return to Play" (RTP) guidelines (May et al., 2014) described by the Maryland Public Secondary Schools Athletic Association. The legislation's goal is to prevent athletes from returning to play too soon; however, the lack of consistent implementation of educational interventions to support their return to the classroom has not had the desired effect (Ramsay, 2020). A review of literature on concussive brain injury in high school athletes is included to explain the details, its impact on high school athletes, and gaps in the research regarding how injured students transition back to academics. This study examined the presence of protocols to ensure cognitive rest and accommodations to support students' return to the classroom. A gap exists in the research regarding a consistent approach for return to learn (RTL) protocols in Maryland schools (O'Neill et al., 2017). This study examined the presence of protocols and actions to ensure appropriate accommodations, adjustments, and modifications to support students' return to the classroom. A quantitative, exploratory, cross-sectional survey of school administrators was conducted to examine resources, knowledge, and practices about their management of student athletes returning to the classroom after a concussion. The presence of a RTL plan was significant in schools where the administrator participated in concussion training. Communication was identified as the largest barrier to implementation of a RTL plan. The study revealed the lack of training of school administrators across the state. Mandatory training or availability of training is necessary for school administrators to have a Return to Learn plan in place. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]