Is your child’s teacher Tic Aware?
Is your child’s teacher tic aware? At the beginning of a new school year, something to think about is whether or not to inform your child’s teacher about their tics. If your child generally has mild tics or they have not been problematic at school, not revealing information about their tics or diagnosis may be the right course of action. As with any medical or health condition, you or your child are never obligated to discuss with others unless necessary action needs to be taken during the school day by the nurse.
However, what if your child’s tic (however minor) could be misconstrued as being intentionally noisy, disruptive or in their control? Vocal tics can be particularly problematic as teachers will often request a quiet classroom for learning. Here’s some examples of challenges some of my clients have had in the past:
Ryan has a lip smacking tic that sometimes attracts attention. Often, when he is working with a partner closely the other child may say, “Can you stop that?” Or the teacher may hear it during a testing period, and remark “Who is making that noise with their lips. Stop please.”
David has a frequent complex sniffing and throat cleaning tic. His teacher asks him throughout the day, “David can you please get a tissue and blow your nose?” He does not say anything and gets a tissue.
Sam has a vocal tic that is often triggered by the sounds of chair legs squeaking on the floor in his science lab elective. His specials teacher told his homeroom teacher, “Sam was making disruptive noises today all through class.”
As a former teacher, I know how hardworking, caring and attentive good teachers can be. However, if they are unaware of your child’s tics, they may inadvertently make comments like the one above in the name of expected behaviors for classroom management.
If your child has similar tics, what should you do to prepare? Here are some tips you may want to try:
Educate your child’t teacher about tics, and share some specific tics they may have that could seem disruptive or unintended. Ensure that this information is shared with other teachers on a need-to-know basis, such as with specials or elective teachers.
Have a conversation about using a “tic neutral approach” and what that means- allowing tics to happen and not commenting or drawing attention.
Decide if additional steps should be taken, such as allowing the child to leave the room for a short break of less than 5 mins(walking to bathroom or water fountain for example) if vocal tics are increased.
If tics are drawing attention from classmates, decide with your child how to address them. Do they want to share with a peer that they have a tic if it comes up? What should they say- and how to say it? Making sure your child is in the drivers seat for this conversation is crucial.
Lastly, if more support is needed, consider looking into a 504 plan with individualized accommodations. If you are not sure what a 504 plan is- you can read about them here.
Having a proactive plan can go a long way in helping your child have a successful school year. Encouraging self-acceptance as tics are being managed and minimizing tic suppression will support your child’s positive feelings about self.