Epilepsy

Strategies for Schools / Teachers

1. Overview of strategies for schools.

Introduction

One of the most important roles of a teacher of a student with epilepsy is to help him/her develop a positive attitude towards their epilepsy. A teacher can help them understand that it is a medical condition and that this is just one aspect of their lives.

Most students with epilepsy cope normally with learning. Problems such as drowsiness, lack of concentration and memory problems may not necessarily be due to the illness or the medication, since these problems are common amongst the broad range of students. As with other students, when these problems occur it is important to look at the full range of factors that influence their learning, including seizure activity and medication.

Low self-esteem may well be a factor in both learning abilities and social behaviour at school. Epifile (Epilepsy Australia) suggests that low self-esteem may arise from a range of issues including over-protection, lack of discipline, feeling different from peers and being treated differently. It is important that parents and teachers offer encouragement and reassurance. As with all students a teacher can significantly influence the child’s expectations of him/herself.

Here are some suggestions to assist teachers to make school a positive environment for students with epilepsy.

• The whole school approach
When a school becomes aware that a student has epilepsy, both staff and students should be provided with information that assists them to have a fuller understanding of the condition. This information will include seizure first aid steps, including what to do in an emergency. Information is available from the Epilepsy Associations in each state.

Schools need to have in place or to review, policies and procedures in the event of a student having a seizure and how it will proceed in the event of an emergency. How teachers respond in either situation will establish a pattern for the future. A calm and directed response to a seizure by a teacher will send clear messages to the whole school community that this event is within the realms of the normal.

• Build a relationship
Teachers should build a relationship with the student and his/her parents. Their experience, particularly as regards individual needs and responses is invaluable. Their cooperation in creating a personal emergency plan is necessary.

• Avoid an over-protective attitude
A student may feel that they are being singled out even though the teacher only feels concerned for their welfare and this may create problems for them with their peers. It is better to assume that a student will undertake all the activities on a curriculum, unless they or their parents indicate concern. Students can contribute to creating their own positive environment by listing what they can do or what they aspire to do. Concentrating on aspirations and achievements, rather than on the limitations imposed by their health, will foster a student’s self-esteem and undermine misconceptions among some members of the school community.

• Consider the words
It is preferable to use the term “person with epilepsy” and not “epileptic”. Others should also be discouraged from using this term by politely explaining to them that the person with epilepsy is first and foremost a person with diverse interests and roles. Their health is one aspect of their whole life.

• Consider other explanations
If a student appears drowsy or lacking in concentration do not assume this is due to their condition or their medication. As with other students, if the behaviour continues, the matter must be explored. It may be due to the epilepsy itself, or the medication, but it may also be due to other reasons, and these will require attention.

• Intervention to create a positive environment
Keep an eye out for negative behaviours such as bullying, teasing or isolating the student in the playground.

• Prepare on open approach to epilepsy in the classroom
If a student has a seizure in the classroom or the playground, the incident affects both the student him/herself and classmates. One strategy is to ‘normalise’ the incident by ignoring it and getting on with the school routine. This is a poor strategy that does not address the reactions of classmates who witnessed the event or the fear and embarrassment of the student who occasioned it.

A session prepared in advance, that includes information, discussion and planning by the whole class on their role in the event of possible further seizures, will provide classmates with the opportunity to understand, adopt a positive attitude and assist if appropriate. Such a session should provide an explanation of epilepsy; give students the opportunity to ask questions and time to express their own fears and reactions. A session should include how the person who had the seizure felt and what they need from their classmates. Finally, the class may decide to draw up a plan of action in the event of it happening again (including first aid, assigning friends to help out, keeping the room free of obstacles, making efforts to include the student in routine activities in and out of school). The student who had the seizure should be invited to attend the session and could perhaps assist in setting it up. If they do not attend, they should be informed of what was said and be assisted with reintegration back into the classroom, by developing their personal plan for reintegration. Consideration should be given to extending an invitation to parents of students to the session.

Link(s) to other useful online resources for schools on
strategies in responding to a child/young person with this condition

See Section D: Further Resources