Concussions present a public health concern for school-aged children, prompting states to enact laws addressing their risk and management. Consequently, schools nationwide have established policies based on these laws. In 2010, the state of Virginia established the Code of Virginia outlining the proper policies and procedures related to concussions in student-athletes. In doing so, the state tasked the Virginia Board of Education (VBOE) to develop the "Guidelines for Policies on Concussions in Students" to inform public school division concussion policies. The VBOE releases updated guidelines following each amendment to state law. However, the Virginia Code and VBOE guidelines are an unfunded mandate with no accountability mechanism in effect making it unknown if existing Virginia public school division concussion policies are aligned with current state law and guidelines. Therefore, the aims of this dissertation are twofold: first, to examine the alignment of Virginia public school division concussion policies with the 12 core components of Virginia law and the best practice elements for facilitating successful return-to-learn for students included in the state guidelines. Secondly, it seeks to evaluate the strength of language used in these policies, discerning whether they provide actionable guidance to stakeholders, thereby facilitating actionable implementation strategies. This dissertation draws upon the socio-ecological framework as its conceptual underpinning, complemented by insights from an integrative review conducted by Fetta et al., which identified barriers hindering the support for a student's successful return-to-learn following a concussion. A quantitative content analysis of publicly accessible concussion policy documents from Virginia's public-school divisions (95%; n=124) indicated complete alignment (100%; n=124) with the core component mandating immediate removal from sports activities upon suspicion of a concussion. Furthermore, most policies (99%; n=123) demonstrated alignment with a minimum of 8 out of the 12 core components. However, notable gaps were identified, particularly in areas emphasized by the state guidelines, such as coach education (41%; n=51), implementation of preventive measures (36%; n=44), strategies for safe return to sports (17%; n=21), and the requirement for return-to-learn support for all students (15%; n=19). Overall, policies demonstrated high scores for the strength of language across most core components. However, there is notable opportunity for improvement to effectively support stakeholder implementation in the core components associated with return-to-learn. Notably, few (19%; n=23) policies incorporated content from the state guidelines while most (85%; n=105) policies closely resembled a model policy from the Virginia School Board Association (VSBA).This dissertation is the first to examine Virginia public school division concussion policies' alignment to state law and guidelines, as well as the strength of language for actionable guidance. While findings suggest overall alignment with most core components of state law, there is a need for better integration of state guidelines into these policies. This enhancement is essential to promote the implementation of coach education and preventive measures, and the support for all students as they return-to-learn, prioritizing the well-being and safety of all students. Moreover, further investigation is necessary to identify strategies for enhancing policy efficiencies to better support school stakeholders. This study's comprehensive review of nearly all publicly available concussion policy documents from Virginia school divisions stands as a notable strength. However, it's essential to recognize that policy examination alone may not fully capture all factors influencing policy implementation, such as resource allocation and operational practices. Thus, further research is warranted to investigate these factors. Despite these limitations, this dissertation offers valuable insights into the quality and efficacy of concussion policies within Virginia's public-school divisions. The findings serve to pinpoint areas requiring improvement and can inform future policy development endeavors. Moreover, the insights gained from this research could prove beneficial to other states contending with similar challenges. [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.]