More Educational Resources will be coming soon, for now you can find a student information sheet to provide to teachers to give them a basic understanding and provide some insight on the students needs

📄 Student Information Sheet: Understanding My Tourette’s

Teacher Note: Please keep this document confidential. It is designed to provide quick, practical insights to support [Child's First Name] in having a successful, comfortable school year.

👤 Student Overview

  • Student Name: [ Child's Full Name ] | Grade/Class: [ Class / Room Number ]

  • Parent/Guardian Contacts: [ Name & Phone Number ]

  • Primary Diagnosis: Tourette Syndrome / Chronic Tic Disorder

  • Co-Occurring Traits (if applicable): [ e.g., ADHD, OCD, Sensory Processing, Anxiety ]

💡 3 Key Facts About Tourette Syndrome

  1. Tics are Involuntary: Tics are sudden, repeated movements or sounds caused by neurological signals. They are not intentional, defiant, or attention-seeking behaviors.

  2. Tics Wax and Wane: Tics naturally change in type, frequency, and severity over days, weeks, or months.

  3. Suppression is Exhausting: Trying to "hold in" a tic requires immense physical effort. Suppressing tics during class often leads to fatigue, reduced focus, or an increase in tics later in the day.

🔍 My Child's Specific Tics & Triggers

Current Motor Tics (Movements)Current Vocal Tics (Sounds)[ e.g., Eye blinking, shoulder shrugging, head nodding ][ e.g., Throat clearing, sniffing, quiet squeaking ]

  • Triggers that may temporarily increase tics: [ e.g., High anxiety/stress, tiredness, excitement, public speaking, noisy environments ]

  • Warning signs my child is overwhelmed: [ e.g., Rubbing eyes, withdrawal, restlessness, increased tic frequency ]

🛠️ Practical Classroom Accommodations

  • Low-Key Response: The most helpful response to tics in class is simply to ignore them. Drawing attention to a tic can increase anxiety and worsen the tic.

  • Movement / Tic Breaks: Allow [Child's Name] to discreetly step out of the classroom for 2–3 minutes if they feel an urge to tic or release tension [ Insert Pass / Signal method, e.g., a subtle hand sign ].

  • Seating Considerations: [ e.g., Preferential seating near the side/back so movements or sounds feel less noticeable to peers ].

  • Testing & Written Work: [ e.g., Extra time on written tasks if motor tics affect handwriting; option to take exams in a quiet space if vocal tics occur ].

💙 How to Support My Child’s Wellbeing

  • Peer Dynamics: If peers ask questions, treat it matter-of-factly: "Everyone's body works differently. [Name]'s brain just makes quick movements/sounds sometimes, and that's okay."

  • Communication: Please reach out to us early if you notice sudden changes in behavior, mood, or academic engagement so we can work together as a team.