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“He Should Be Better By Now” : A School Decoder for Students After Traumatic Brain Injury

$37.00

“He Should Be Better By Now” is a system-level decoder for parents, educators, and advocates supporting students after concussion or traumatic brain injury (TBI).

After medical clearance, many students continue to struggle. Not because they aren’t trying, but because recovery is nonlinear and neurological capacity has changed. Schools often misinterpret this phase, withdrawing accommodations, increasing demands, or reframing symptoms as behavior or motivation issues.

This guide translates what is actually happening when support fades.

“He Should Be Better By Now” is a system-level decoder for parents, educators, and advocates supporting students after concussion or traumatic brain injury (TBI).

After medical clearance, many students continue to struggle. Not because they aren’t trying, but because recovery is nonlinear and neurological capacity has changed. Schools often misinterpret this phase, withdrawing accommodations, increasing demands, or reframing symptoms as behavior or motivation issues.

This guide translates what is actually happening when support fades.

“He Should Be Better By Now” is a system-level decoder for parents, educators, and advocates supporting students after concussion or traumatic brain injury (TBI).

After medical clearance, many students continue to struggle—not because they aren’t trying, but because recovery is nonlinear and neurological capacity has changed. Schools often misinterpret this phase, withdrawing accommodations, increasing demands, or reframing symptoms as behavior or motivation issues.

This guide translates what is actually happening when support fades.

It focuses on:

  • executive function decline after TBI

  • cognitive fatigue and delayed crashes

  • masking and invisible disability

  • why accommodations disappear over time

  • gender differences in post-TBI support

  • the impact of TBI on students who were already neurodivergent

Rather than offering medical advice, this resource provides language, framing, and system translation so parents can advocate for sustained access without escalating conflict.

What You’ll Learn

  • Why “medical clearance” does not equal academic readiness

  • How schools misread post-TBI fatigue and regulation collapse

  • Why students often struggle later, not immediately

  • How effort masking hides disability—especially for girls

  • Why pre-existing ADHD, autism, or learning differences change the recovery trajectory

  • How to reframe conversations around access, not recovery timelines

Who This Is For

  • Parents of students recovering from concussion or TBI

  • Families navigating school after “return to learn” has ended

  • Educators supporting students with invisible disabilities

  • Advocates working with acquired or layered neurodivergence

This guide is especially relevant when:

  • accommodations are being removed

  • behavior narratives replace neurological ones

  • grades don’t reflect effort cost

  • expectations rise faster than capacity

What This Is (and Is Not)

This is:

  • a decoder of school language and assumptions

  • a bridge between medical and educational realities

  • a practical advocacy tool

This is not:

  • medical advice

  • a rehabilitation plan

  • a legal manual

Format

  • Digital PDF

  • Text-forward and accessible

  • Printable and phone-friendly