Mental Health and Disability Resources

From Your School Psychologist, Understanding ADHD

Attention-deficit hyperactivity disorder, often called ADHD, is a chronic condition and one of the most commonly diagnosed behavioral disorders among children and adolescents. It affects approximately 3 to 5 percent of school-aged children. :contentReference[oaicite:0]{index=0}

Types of ADHD

There are three types of ADHD, each with different symptoms:

• Inattentive type
• Hyperactive-impulsive type
• Combined type

The combined type is the most common and includes symptoms from both inattentive and hyperactive-impulsive types.

Common Signs and Symptoms

• Short attention span and easy distraction
• Difficulty paying attention to details
• Trouble finishing tasks
• Difficulty remembering and staying organized
• Fidgeting or inability to stay seated
• Excessive talking or interrupting others
• Difficulty taking turns

Diagnosis

A diagnosis is typically made when symptoms begin early in childhood and continue for at least six months. Symptoms must be observed in multiple settings, such as home and school.

How Common Is ADHD

ADHD affects approximately one in twenty children. It is more commonly diagnosed in boys than girls. 

Classroom Strategies

Reducing Distractions

• Seat the student away from doors and windows
• Limit distractions in the environment
• Alternate seated activities with movement
• Break large assignments into smaller tasks
• Provide written instructions for reference

Managing Interruptions

• Use discreet signals to redirect behavior
• Praise appropriate participation
• Support the student’s self-esteem during correction

Supporting Impulse Control

• Use a clear and visible behavior plan
• Provide immediate and specific feedback
• Recognize and reinforce positive behavior
• Use daily schedules to create structure

Managing Hyperactivity

• Provide opportunities for movement
• Encourage physical activity before and after school
• Allow use of small, quiet fidget tools
• Ensure students do not miss recess or physical activity time

Following Directions

• Give short, simple instructions
• Allow students to complete one step at a time
• Use written directions when possible
• Provide calm reminders and redirection

Resources

• CHADD, Children and Adults with ADHD
• Attention Deficit Disorder Association 

CPS Mental Health Minute, Anxiety in Children

Anxiety is a common experience for all people. However, when anxiety interferes with a child’s ability to function, additional support may be needed. Anxiety can be described as excessive worry or fear about real or imagined situations. :contentReference[oaicite:0]{index=0}

Common Symptoms of Anxiety

Symptoms of anxiety may appear in thinking, behavior, or physical reactions.

Cognitive Symptoms

• Difficulty concentrating
• Excessive worry
• Memory problems
• Overreacting to minor situations
• Fear of failure or losing control
• Rigid thinking patterns

Behavioral Symptoms

• Withdrawal from others
• Frequent reassurance seeking
• Avoidance of situations
• Restlessness or fidgeting
• Impulsive behavior
• Habit behaviors such as hair pulling or twirling

Physical Symptoms

• Increased heart rate
• Shortness of breath
• Dizziness
• Muscle tension
• Sleep problems
• Nausea or stomach issues

When to Get Help

If anxiety is not typical for a child’s age, continues over time, and causes significant challenges, families should contact a school psychologist or counselor for support.

How Teachers Can Support Students

Classroom Environment

• Seat students away from distractions
• Create a calm and predictable classroom setting

Following Directions

• Give clear signals before directions
• Provide written instructions when possible

Participation and Presentations

• Start with simple or low-pressure questions
• Allow alternative presentation formats such as recorded presentations

Testing and Assignments

• Provide extended time when needed
• Offer quiet testing environments
• Use supports such as word banks or notes

Social and Unstructured Time

• Create small group opportunities for interaction
• Support positive peer relationships

Support Strategies

• Identify a trusted adult at school
• Allow short breaks when needed
• Prepare students for schedule changes in advance

Homework Support

• Set reasonable time limits for assignments
• Reduce workload when necessary
• Provide alternatives such as audio or verbal responses

Resources

• Anxiety Disorders Association of America
• Worry Wise Kids

This information is intended to support student well-being and does not replace guidance from a qualified mental health professional.

Mental Health Minute, Autism Spectrum Disorders

Autism Spectrum Disorders are developmental disabilities that affect communication, social interaction, and behavior, often identified before age three. :contentReference[oaicite:0]{index=0}

What Is Autism

Under federal guidelines, autism is defined as a developmental disability that significantly affects verbal and nonverbal communication and social interaction, which may impact a child’s educational performance.

Common Signs

• Difficulty with verbal and nonverbal communication
• Challenges interacting with people, objects, or events
• Unusual play with toys or objects
• Difficulty adjusting to changes in routine
• Repetitive movements or behaviors

Interventions and Supports

• Applied Behavioral Analysis and direct instruction
• Social skills instruction and peer support
• Assistive technology and communication supports
• Positive behavior supports and reinforcement strategies
• Structured routines and visual supports
• Sensory and relaxation strategies
• Family support and training

Medications

• May be prescribed for related symptoms such as anxiety or depression
• Can support management of severe behaviors or impulsivity
• Should be guided by a medical professional

Other Therapies

Some alternative therapies exist, but not all are supported by research. Families and educators should carefully evaluate options before use.

Resources

• Association for Science in Autism Treatment
• National Institute of Child Health and Human Development
• Autism Speaks
• Autism Society of America
• National Institute of Mental Health

From Your School Psychologist, Bipolar Disorder

Bipolar disorder is a neurobiological condition that affects mood, behavior, energy, and sleep. It includes periods of depression, mania, or mixed episodes that significantly impact a child’s ability to function at school and in daily life. :contentReference[oaicite:0]{index=0}

Depressive Symptoms

• Sad, irritable, or anxious mood
• Loss of interest in activities
• Low motivation or curiosity
• Argumentative or aggressive behavior

Manic Symptoms

• Elevated or overly happy mood
• Decreased need for sleep
• Racing thoughts
• Increased activity or goal-directed behavior

School-Based Support

• Collaborate with families, school staff, and medical providers
• Use individualized plans based on student needs
• Provide counseling, social skills support, and behavior strategies
• Maintain consistent communication between all adults involved

Classroom Accommodations

• Provide a quiet or safe space for the student
• Assign a trusted adult for support
• Allow flexible seating and movement
• Offer extended time for assignments and tests
• Adjust workload as needed
• Allow multiple ways to complete assignments
• Provide frequent breaks

Medication Considerations

Students may be prescribed medications such as mood stabilizers or antipsychotics. Schools should be aware of possible side effects, including fatigue, hunger, or increased thirst.

Resources

• Juvenile Bipolar Research Foundation
• Child and Adolescent Bipolar Foundation
• The Balanced Mind Foundation

From Your School Psychologist, Depression in Children and Adolescents

Depression in children and adolescents can be severe, long-lasting, and impact school, relationships, and daily functioning. :contentReference[oaicite:0]{index=0}

Common Symptoms

• Persistent sadness or irritability
• Feelings of worthlessness or hopelessness
• Changes in appetite or weight
• Loss of interest in activities
• Difficulty concentrating
• Sleep problems or excessive fatigue
• Thoughts of death or suicide

Additional Signs in Children

• Frequent headaches or stomachaches
• School absences or declining performance
• Social withdrawal or isolation
• Irritability, crying, or behavior issues
• Difficulty maintaining relationships
• Risk-taking behaviors

Risk Awareness

Suicide is a serious concern in adolescents experiencing depression. Early recognition and professional support are critical.

School Support Strategies

• Promote a supportive and welcoming environment
• Encourage communication between home and school
• Enforce anti-bullying policies
• Train staff to recognize warning signs

Teacher Strategies

• Provide frequent positive feedback
• Encourage participation in activities
• Support students in building confidence
• Help students understand what they can control
• Monitor student progress and provide encouragement
• Build relationships, especially with quieter students
• Watch for warning signs and seek help when needed

References

• National Association of School Psychologists
• Instant Help Publications

Communicating with Young People from Different Cultural Backgrounds

Culture influences beliefs, behaviors, and how young people communicate. It is important to approach each student as an individual and avoid assumptions about their needs. :contentReference[oaicite:0]{index=0}

Communication Strategies

• Build trust before addressing concerns
• Ask questions about the student’s experiences and needs
• Avoid assumptions based on cultural background
• Use respectful language and behavior
• Adapt communication style as needed

Cultural Safety

• Respect the student’s culture and identity
• Avoid actions that may cause shame
• Support the student’s right to make decisions about care

Cultural Competence

Students may belong to multiple cultural groups. Factors such as race, ethnicity, religion, language, and life experiences all influence communication and behavior.

Supporting Students

• Learn about the student’s cultural perspective
• Understand what behaviors are acceptable in their culture
• Be aware of differences in eye contact and personal space
• Recognize barriers such as language or discrimination
• Encourage support from family and community networks

Considerations for Immigrant and Refugee Students

• Students may have experienced trauma or displacement
• They may face language barriers or unfamiliar systems
• They may have limited access to services
• They may experience stigma related to mental health

Additional Risk Factors

• Experiences of discrimination or racism
• Limited access to support services
• Lack of understanding of mental health systems

Supporting Trust and Safety

• Be consistent and predictable in interactions
• Be honest about your role and limitations
• Show that you believe and value the student’s experiences
• Reassure the student that support is available

Important Reminder

If a student discloses abuse or neglect, follow required reporting procedures and contact appropriate authorities as needed.

DSM-5 Updates Overview

The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, known as DSM-5, introduced updated terminology, revised classifications, and new diagnostic criteria to improve accuracy and consistency in mental health diagnosis. :contentReference[oaicite:0]{index=0}

Terminology Changes

• “General medical condition” replaced with “another medical condition”
• “Intellectual disability” replaces outdated terminology

Neurodevelopmental Disorders

• Autism spectrum disorder combines several previous diagnoses
• ADHD criteria updated with expanded age of onset and examples
• Learning disorders combined into one diagnosis with specific areas identified

Schizophrenia and Psychotic Disorders

• Two symptoms now required for diagnosis
• At least one core symptom must be present
• Subtypes removed due to low reliability

Bipolar and Depressive Disorders

• Greater focus on changes in activity and energy
• New specifier for mixed features
• Bereavement exclusion removed for depression diagnosis

Anxiety Disorders

• Obsessive-compulsive disorder and trauma disorders separated into new categories
• Duration requirements standardized across ages
• Panic attacks classified as expected or unexpected

Trauma and Stressor Related Disorders

• PTSD criteria expanded to include additional symptom categories
• Clearer definitions of trauma exposure

Obsessive Compulsive and Related Disorders

• New diagnoses include hoarding disorder and skin-picking disorder
• Greater focus on insight levels

Substance Use Disorders

• Substance abuse and dependence combined into one diagnosis
• New criteria include cravings
• Severity based on number of symptoms

Neurocognitive Disorders

• “Dementia” replaced with major and mild neurocognitive disorder
• New category allows earlier identification of cognitive decline

Key Takeaway

DSM-5 reflects a shift toward clearer diagnostic criteria, improved consistency, and recognition of a broader range of mental health conditions across the lifespan.

Effectively Responding to Youth with Mental Health Needs

Adults who work with young people play an important role in recognizing changes in behavior and providing support. Anyone can help, including teachers, coaches, parents, and caregivers. :contentReference[oaicite:0]{index=0}

Involving Parents and Caregivers

• Involve parents or caregivers as soon as possible when support is needed
• In emergencies, contact emergency services first
• If a youth is at risk of harm, notify a parent or guardian immediately
• Explain to youth why involving caregivers is important
• Provide families with information about available support and resources

When Not to Contact Parents

• If abuse, neglect, or exploitation is suspected
• If contacting a caregiver may place the youth at risk
• Follow required reporting laws and procedures

Privacy and Confidentiality

• Respect a young person’s privacy whenever possible
• Maintain confidentiality unless safety concerns require disclosure
• Break confidentiality if there is risk of harm or abuse
• Share information only with individuals who need to know

Youth Decision Making

• Young people may have rights to participate in their care decisions
• Some may consent to or refuse treatment depending on age and maturity
• In emergencies, treatment may occur without consent

Communicating Effectively

• Be genuine and honest in conversations
• Use clear and comfortable language
• Avoid slang that may feel unnatural
• Allow time for the youth to respond
• Choose settings that feel safe and comfortable

Supportive Communication Strategies

• Avoid comparing their experiences to your own
• Do not minimize or dismiss their feelings
• Avoid asking “why” in a way that feels judgmental
• Use calm, open body language
• Match tone and posture to create a safe environment

Encouraging Positive Interaction

• Provide positive feedback and recognize strengths
• Help youth express their feelings with appropriate language
• Offer examples to support emotional understanding

Supporting Families

• Take concerns from other adults seriously
• Communicate openly with youth about observations
• Encourage professional support when needed
• Focus on solutions and support rather than blame

From Your School Psychologist, Executive Functioning Skills

Executive functioning skills are cognitive processes that support self-control, problem solving, planning, and organization. These skills develop over time and help students manage tasks, behavior, and emotions. :contentReference[oaicite:0]{index=0}

Students with weak executive functioning skills may struggle to start tasks, stay organized, manage time, or regulate emotions. They may appear forgetful, disorganized, or easily distracted, even when they have average intelligence.

Key Areas of Executive Functioning

Behavioral and Emotional Regulation

• Response Inhibition: Ability to think before acting and control impulses
• Shifting or Flexibility: Ability to adapt to change and transition between tasks
• Emotional Control: Ability to manage and regulate emotional responses

Meta-Cognitive Skills

• Task Initiation: Ability to begin tasks without procrastination
• Working Memory: Ability to hold and use information while completing tasks
• Planning and Organization: Ability to set goals and create steps to complete them
• Organization of Materials: Ability to keep materials and spaces organized
• Monitoring: Ability to review work and self-monitor behavior

Common Challenges

• Difficulty starting or completing assignments
• Problems with organization and time management
• Impulsive behavior or emotional overreactions
• Difficulty adjusting to changes or solving problems

Supporting Students

Environmental Strategies

• Provide visual or verbal reminders, schedules, or checklists
• Reduce distractions and adjust seating arrangements
• Pair students with organized peers for support
• Break large tasks into smaller, manageable steps
• Provide written directions instead of only verbal instructions
• Ask guiding questions to support thinking and planning

Individual Strategies

• Define problem behaviors clearly and specifically
• Set achievable goals with student input
• Create step-by-step plans using checklists
• Provide guidance and feedback during learning
• Gradually reduce support as skills improve

Important Considerations

Executive functioning skills develop at different rates. Some students may need additional support, similar to students who require help in academic areas such as reading or math. Interventions can improve these skills over time. :contentReference[oaicite:1]{index=1}

Reference

Dawson, P. and Guare, R. Executive Skills: Information and Strategies for Educators.

From Your School Psychologist, Family School Partnerships

Family school partnerships play a key role in improving student learning. What happens outside of school strongly impacts student success in the classroom. Building strong partnerships requires time, effort, and involvement from the entire school community. :contentReference[oaicite:0]{index=0}

Why Family School Partnerships Matter

Student Benefits

• More positive attitudes toward school
• Higher achievement in reading
• Improved homework completion

School Benefits

• Improved teacher morale
• Stronger relationships with families
• Improved student achievement
• Increased community support

Barriers to Family School Partnerships

Barriers for Families

• Economic and emotional challenges
• Limited resources
• Low confidence or feelings of inadequacy
• Language and cultural differences
• Perceived lack of school responsiveness

Barriers for Educators

• Limited funding
• Lack of training
• Stereotypes or bias
• Fear of conflict

Shared Barriers

• Time constraints
• Communication only during problems
• Limited understanding of each other’s challenges
• Lack of trust or belief in the partnership
• Failure to see differences as strengths

Supporting Family School Partnerships, The P Philosophy

• Planned Effort: Develop thoughtful strategies that include parent input and needs
• Proactive, Persistent Communication: Maintain regular communication throughout the school year
• Positive: Share successes, not just concerns
• Personalized: Provide specific information about each child
• Practical Suggestions: Offer clear ways families can support learning at home
• Program Monitoring: Evaluate partnership effectiveness using feedback
• Process: Build relationships over time to support long-term success

Reference

Esler, A., Godber, Y., and Christenson, S. Best Practices in Supporting School Family Partnerships.

From Your School Psychologist, Generalized Anxiety Disorder

It is normal for students to feel anxious or worried at times. However, when worry is ongoing, severe, and interferes with daily life, it may be a sign of generalized anxiety disorder, often called GAD. :contentReference[oaicite:0]{index=0}

What Is Generalized Anxiety Disorder

Generalized anxiety disorder is a condition in which individuals experience excessive worry for six months or more. This level of anxiety can make it difficult to relax, cope, or function in daily activities, including school.

Impact on Students

• Difficulty focusing in class
• Challenges with social relationships
• Struggles with attending or participating in school
• Increased stress related to everyday situations

Causes and Risk Factors

• Exposure to trauma or stressful life events
• Chronic health conditions
• Family history or genetic factors
• Personality traits or related conditions
• Substance use, including caffeine or nicotine

Treatment and Support

• Medication may help manage symptoms
• Cognitive Behavioral Therapy can support coping and problem solving
• Students can learn to manage stress and reduce anxiety triggers
• Schools may work with families and outside providers to support student needs

Coping Strategies

• Develop and practice coping skills
• Recognize and challenge anxious thoughts
• Learn relaxation techniques
• Focus on manageable steps rather than overwhelming worries

With appropriate support, many students improve and are able to manage symptoms effectively.

From Your School Psychologist, Information About Giftedness

There is no single definition of giftedness. In general, gifted students demonstrate high levels of ability or potential in one or more areas such as academics, creativity, leadership, or the arts. :contentReference[oaicite:0]{index=0}

Definitions of Giftedness

• Students who show outstanding talent or potential compared to peers
• Students with exceptional ability to reason, learn, or perform at high levels

Common Characteristics

Creative Thinking

• Generates new ideas and solutions
• Displays originality and imagination
• Applies knowledge in new ways

General Intellectual Ability

• Strong curiosity and varied interests
• Advanced verbal and reasoning skills
• Quick learning and critical thinking

Academic Ability

• Quick mastery of content
• Strong memory and recall
• Motivated to learn and achieve goals

Leadership Ability

• High expectations for self and others
• Confidence in social situations
• Strong sense of responsibility

Social and Emotional Traits

• Heightened sensitivity and awareness
• Strong sense of fairness and values
• Early development of self-awareness

Instructional Strategies

• Acceleration: Moving through content more quickly than peers
• Differentiation: Adjusting instruction based on student needs
• Enrichment: Providing additional learning experiences beyond the core curriculum

Twice Exceptional Students

Some students are both gifted and have a learning disability. These students may show high ability alongside challenges in reading, writing, math, memory, or attention. They require support that addresses both strengths and needs.

Assessment Practices

• Use multiple assessment methods
• Match assessments to the definition of giftedness
• Use tools that are reliable and appropriate
• Ensure testing environments support student success

Supporting Diverse Learners

• Use culturally responsive assessment practices
• Include input from families and educators
• Focus on identifying strengths across diverse populations

Mental Health Considerations

• Gifted students may avoid asking for help
• Some may experience isolation or social challenges
• Counseling and enrichment opportunities can provide support

Resources

• American Psychological Association Gifted Resources
• Duke University Talent Identification Program
• International Gifted Education Network
• National Association for Gifted Children
• National Society for the Gifted and Talented
• University of Connecticut Gifted Education Center

Goal Setting and Hope, Helping Children See the Possible

Hope supports goal setting, problem solving, and motivation. Students with a strong sense of hope are more likely to set goals, take action, and stay engaged in learning. :contentReference[oaicite:0]{index=0}

Types of Goals

• Achievement goals: Focus on outcomes such as earning a grade or making a team
• Process goals: Focus on actions such as studying consistently or practicing skills
• Strength goals: Focus on personal growth such as building confidence or kindness

Steps for Setting and Reaching Goals

Learn from Experience

• Reflect on past successes and challenges
• Identify what worked and what did not
• Consider how goals align with strengths and values

Set Specific and Measurable Goals

• Define clear and detailed goals
• Use measurable outcomes to track progress
• Write goals down to create a plan

Set Realistic Goals

• Choose goals that are challenging but achievable
• Avoid goals that are too easy or too difficult
• Consider personal abilities and available resources

Create a Step by Step Plan

• Break goals into smaller tasks
• Identify resources and support needed
• Set a timeline for completion

Build in Rewards

• Use positive reinforcement to stay motivated
• Celebrate progress and completed steps
• Choose rewards that are meaningful and appropriate

Plan for Obstacles

• Identify possible challenges
• Develop strategies to overcome barriers
• Use problem solving skills to stay on track

Reflect and Adjust

• Discuss progress and outcomes
• Identify lessons learned
• Apply successful strategies to future goals

Supporting Students

• Provide encouragement and guidance
• Help students build confidence and independence
• Model goal setting and problem solving

Goal setting is a lifelong skill that helps students build confidence, resilience, and success in school and beyond.

From Your School Psychologist, Inattention

Students who have ongoing difficulty paying attention may struggle academically and are at risk for poor performance in school.

Common Signs of Inattention

• Difficulty listening when spoken to directly
• Easily distracted and unable to stay on task
• Failure to complete assignments or tasks
• Making careless mistakes despite understanding instructions
• Frequently losing items such as school materials
• Avoiding tasks that require sustained mental effort
• Becoming overly focused on activities like television or video games

Additional Information

Inattention may be associated with conditions such as attention deficit hyperactivity disorder, particularly the inattentive type. Attention levels can also be influenced by the classroom environment.

Classroom Strategies

• Gain student attention before giving directions
• Provide clear and simple instructions
• Use proximity to support focus
• Offer choices to increase engagement
• Use interactive and stimulating activities
• Encourage active participation
• Schedule challenging tasks during peak attention times
• Provide regular breaks
• Use strategies such as random calling during group instruction
• Use advance organizers to prepare students
• Transition quickly between activities
• Maintain a steady instructional pace

Resources

• Help for ADHD
• CHADD
• National Institute of Mental Health ADHD Resources

Supporting Students with LGBT Parents

Schools serve students from many types of families. Creating a safe, inclusive environment helps all students succeed. :contentReference[oaicite:0]{index=0}

School Climate

• All students should feel safe, respected, and included
• Supportive environments improve learning and engagement
• Schools should promote acceptance and respect for differences

Challenges Students May Face

• Bullying or harassment related to family structure
• Fear of discrimination or exclusion
• Reluctance to share personal information about family
• Limited support from adults in school settings

Creating Safe Schools

• Develop clear policies that include all students and families
• Provide systems for reporting and addressing concerns
• Use inclusive and respectful language
• Ensure school materials reflect diverse families

Classroom Practices

• Address disrespectful language immediately
• Use teachable moments to promote respect
• Include diverse family structures in lessons
• Promote acceptance and understanding of differences

Supporting Students

• Respect student privacy and confidentiality
• Allow students to share personal information at their own comfort level
• Provide access to supportive adults and resources
• Encourage positive peer relationships

Working with Families

• Use inclusive language in communication and forms
• Treat all caregivers as equally involved
• Invite participation in school activities
• Communicate respectfully and openly

Professional Practice

• Participate in diversity and inclusion training
• Model respectful behavior for students
• Support inclusive school programs and activities

Summary

Students learn best in safe and supportive environments. Schools play an important role in promoting respect, inclusion, and positive relationships for all students and families.

Managing Parental Stress

Parenting can be both rewarding and stressful. Recognizing stress and learning how to manage it can help improve well-being for both parents and children. :contentReference[oaicite:0]{index=0}

Signs of Stress

• Difficulty sleeping
• Changes in weight
• Loss of interest in activities
• Frequent illness
• Trouble concentrating
• Anxiety or difficulty relaxing
• Anger or frustration
• Exhaustion

Ways to Manage Stress

• Create a daily routine to build structure and predictability
• Exercise regularly, even short walks can help
• Practice empathy and help children understand emotions
• Build a support system with friends, family, or other parents
• Schedule time to relax and recharge
• Participate in enjoyable activities or hobbies
• Get enough sleep and rest when possible
• Use positive self-talk and encourage others
• Take breaks during the day when possible
• Write down stressors and develop strategies to address them
• Keep your home organized and involve children in responsibilities
• Ask for help when needed
• Practice relaxation techniques such as deep breathing, meditation, or quiet time

Managing stress is an ongoing process. Small, consistent steps can improve overall well-being and help create a positive home environment.

From Your School Psychologist, Obsessive Compulsive Disorder

Obsessive compulsive disorder, often called OCD, is an anxiety disorder that involves recurring thoughts or behaviors that interfere with daily life, school, and relationships. :contentReference[oaicite:0]{index=0}

What Is OCD

• Obsessions: Repeated, unwanted thoughts or fears such as contamination, order, or harm
• Compulsions: Repetitive actions or mental acts such as hand washing, checking, counting, or repeating words

Some students experience both obsessions and compulsions, while others may experience only one.

Signs and Symptoms

• Excessive time spent on routines or rituals
• Difficulty completing tasks
• Need for order or perfection
• Avoidance of certain situations or contact
• Frequent bathroom trips or repeated actions
• Slow or incomplete schoolwork

Additional Information

Symptoms may begin in early childhood. Some students may not recognize that their behaviors are unusual and may hide symptoms. OCD often occurs with other conditions such as anxiety, depression, or learning challenges.

Treatment and Support

• Cognitive Behavioral Therapy with exposure and response prevention
• Medication such as selective serotonin reuptake inhibitors
• Combination of therapy and medication is often most effective

Classroom Strategies

• Provide clear expectations and structured routines
• Modify assignments when needed
• Give advance notice of schedule changes
• Allow extra time for tasks and tests
• Use redirection instead of punishment
• Communicate regularly with the student
• Develop a support system or trusted adult
• Encourage peer support and inclusion

Supporting Students

• Recognize behaviors as part of a condition, not defiance
• Avoid adding pressure that may increase anxiety
• Work collaboratively with families and support staff

Resources

• Beck, A. Cognitive Therapy for Obsessive Compulsive Disorder
• Instant Help Publications

From Your School Psychologist, Oppositional Defiant Disorder

Oppositional defiant disorder, often called ODD, is a pattern of uncooperative, defiant, and hostile behavior toward authority figures that interferes with daily functioning. :contentReference[oaicite:0]{index=0}

Common Symptoms

• Frequent temper outbursts
• Arguing with adults
• Refusing to follow rules or directions
• Deliberately annoying others
• Blaming others for mistakes
• Anger, resentment, or spiteful behavior

Additional Information

ODD affects a portion of school-age children and may occur alongside other conditions such as ADHD, anxiety, depression, or bipolar disorder. A full evaluation by a qualified professional is required for diagnosis.

Treatment and Support

• Parent management training programs
• Individual therapy to support behavior and emotional regulation
• Family therapy to improve communication
• Cognitive behavioral therapy to improve problem solving
• Social skills and anger management training
• Medication when appropriate

Classroom Strategies

• Pick your battles and avoid unnecessary power struggles
• Provide clear expectations and consistent consequences
• Use positive reinforcement for cooperation
• Maintain a calm tone and avoid arguing
• Allow breaks or time out when needed
• Build positive relationships with the student
• Do not take behavior personally
• Provide choices when possible
• Address concerns privately
• Teach social skills and conflict resolution

Resources

• Special Education ODD Resource
• Minnesota Association for Children’s Mental Health