Every year, many student athletes return to class, the gym, and competition after sustaining a concussion. What we often don’t see is the quieter side of recovery, such as the emotional toll, identity loss, and mental health struggles that many face behind the scenes. As a medical student with a background in athletics and health research, and someone who has experienced concussions myself, I wanted to shed light on a topic that’s often left in the dark: the intersection of concussions and mental health in student athletes.
When we talk about concussions, we usually focus on physical symptoms like headaches, nausea, or dizziness. But what happens after the physical symptoms fade? Many people are surprised to find themselves feeling anxious, sad, or not quite like themselves weeks (or even months) after the injury.
Research indicates that mental health challenges, including anxiety and depression, are common following sport-related concussions. One study found that former student-athletes with three or more concussions were significantly more likely to experience moderate to severe depression, even when accounting for other risk factors (Kerr et al., 2014).
There are physiological reasons behind these emotional symptoms. Concussions disrupt brain systems that regulate mood and stress response. New research suggests that changes in certain brain chemicals and areas involved in managing emotions may help explain why some people experience mental health challenges after a concussion (Meier et al., 2025).
That’s why it’s important to recognize that emotional changes after a concussion are real, valid, rooted in biology, and deserving of support.
For most athletes, their sport isn’t just something they do, it’s a huge part of who they are. It shapes their daily routine, social circle, and self-esteem. When a concussion forces someone to step away from their sport, it disrupts more than just their calendar; it can also feel like losing a core piece of their identity.
Being pulled out of training and competition means missing practices, games, and the camaraderie that comes with being part of a team. This often results in losing regular contact with teammates who have been key sources of support and friendship. Without that connection, many feel isolated and disconnected, not just from their sport, but from their social world.
Student athletes often face a unique kind of pressure to “bounce back” quickly and return to sport and school as if nothing happened. There is also a persistent stigma around acknowledging psychological symptoms, and many may hesitate to be honest about how they are really feeling. Recognizing that these pressures exist can help create a more supportive environment. Friends, coaches, and teammates can play a role by encouraging honesty, checking in emotionally (not just physically), and reinforcing that it’s okay to take time to heal.
Many concussion recovery plans focus on important physical strategies. Building on this, incorporating cognitive and emotional support can further strengthen recovery by addressing the psychological symptoms that can accompany concussion.
Research shows that including mental health support in recovery can decrease the risk of post-concussion syndrome and improve overall well-being and mental health outcomes (Tracey et al., 2023). Framing mental health care as a meaningful and proactive part of concussion recovery helps reduce stigma and encourages students to seek support early.
There are practical, evidence-based tools that can support both mental and physical recovery:
Resources you can access:
Concussions are often invisible, and that’s part of what makes them so challenging. For student athletes, especially, the emotional weight of recovery can be just as heavy as the physical. Understanding these challenges, breaking the stigma, and promoting mental health as part of recovery can make all the difference.
If you or someone you know is working through a concussion, remember: You’re not alone. Recovery takes time, care, and support, and it’s absolutely okay to ask for all three.
Fralick, M., Sy, E., Hassan, A., Burke, M. J., Mostofsky, E., & Karsies, T. (2019). Association of concussion with the risk of suicide. JAMA Neurology, 76(2), 144. https://doi.org/10.1001/jamaneurol.2018.3487
Kerr, Z. Y., Evenson, K. R., Rosamond, W. D., Mihalik, J. P., Guskiewicz, K. M., & Marshall, S. W. (2014). Association between concussion and mental health in former collegiate athletes. Injury Epidemiology, 1(1). https://doi.org/10.1186/s40621-014-0028-x
Meier, T. B., Savitz, J., España, L. Y., Goeckner, B. D., Kent Teague, T., van der Horn, H. J., Tugan Muftuler, L., Mayer, A. R., & Brett, B. L. (2025). Association of concussion history with psychiatric symptoms, limbic system structure, and kynurenine pathway metabolites in healthy, collegiate-aged athletes. Brain, Behavior, and Immunity, 123, 619–630. https://doi.org/10.1016/j.bbi.2024.10.015
Tracey, A. J., Bateman, A. G., Baez, S. E., & Covassin, T. (2023). Effectiveness of interventions for the improvement of mental health and well-being post-concussion: A systematic review. Brain Injury, 37(10), 1135–1158. https://doi.org/10.1080/02699052.2023.2219901
Watanabe, T. K. (2022). Recovery after sports concussions: Focus on psychological factors. Current Physical Medicine and Rehabilitation Reports, 10(3), 188–192. https://doi.org/10.1007/s40141-022-00353-8