ABSTRACT: Mild traumatic brain injury (mTBI), sometimes referred to as concussion, is one of the most common acquired neurological problems of childhood. When children return to school following mTBI, school psychologists should be actively involved in the determination of neurocognitive and functional deficits for the purpose of designing strength-based interventions in home and school settings. Simple and complex motor deficits are frequently seen in mTBI given the widespread involvement of cortical andsubcortical structures in the execution of motor activities. Concerns are present, however, that school psychologists do not typically recognize these deficits or appreciate the effect these deficits can have on the developing central nervous system and the potential to negatively affect academic, social, and emotional development. This article discusses the effects of mTBI on motor systems and development as well as the implications for school psychologists in regard to assessment and intervention.