When college students suffer brain trauma and are diagnosed with a concussion, they must continue to remain engaged with their studies. Students often require academic supports during this time, such as postponed examinations and additional time to complete assignments. These supports are obtained either by an informal request from the student to the faculty member, or by a formal request (504 plan, medical note) sent to the faculty member to follow. We have previously identified that the informal pathway to receiving academic assistance is marginally supported by faculty members; however, this data was novel, and required feedback from other faculty at different locations and universities. Therefore, this paper sought to determine whether faculty from different geographical and university settings display similar decision-making profiles.