British teachers' knowledge and awareness of Tourette syndrome in children attending mainstream school

Abstract

Mainstream primary and secondary schools are increasingly committed to the inclusion of students with Tourette Syndrome (TS). This qualitative study explores teachers' perceptions of factors that have contributed to, or hindered, their success in creating an inclusive environment for children with Tourette Syndrome (TS). Eight teachers (two males, six females) from mainstream primary and secondary schools in the United Kingdom (UK) took part in semi‐structured interviews to ascertain their knowledge, training and experience of TS during their professional careers in the UK. Thematic analysis of the transcripts revealed three main themes: teachers' lack of real knowledge and awareness of TS; training provision and marginalisation of TS; and finding solutions and building alliances. Although many of the teachers described their mainstream school as an inclusive environment, many still believed they lacked the professional training to adequately understand the disorder. By enhancing teacher training related to TS, improvements may be seen in the communications between the teachers and parents, and opportunities to educate children and the wider community will also result in a more inclusive environment, reducing specific and generic stressors for children with TS.

Study protocol for measuring stigmatization in persistent tic disorders: development and validation of the Tourette discrimination-stigmatization scale

“…These are brief, reliable, valid, and standardized QOL assessments applicable across neurologic conditions. The adult bank has 24 questions for self-report, and pediatric ( Lee et al, 2016 , 2019 ; Ludlow et al, 2016 , 2022 ; Lemelson and Tucker, 2017 ; Malli and Forrester-Jones, 2017 , 2022 ; O'Hare et al, 2017 ; Lee and Park, 2019 ; Rodin et al, 2021 ) has 18 questions for self or parent report.…”

“…Individuals with PTD/TS (ITS) experience many stressors related to their diagnosis, which can contribute to poor mental, physical, and functional outcomes. The lack of general knowledge and inaccurate beliefs of TS promotes an environment where ITS are often misunderstood ( Lee et al, 2016 , 2019 ; Ludlow et al, 2016 , 2022 ; Ben-Ezra et al, 2017 ; Edwards et al, 2017 ; Lemelson and Tucker, 2017 ; Malli and Forrester-Jones, 2017 , 2022 ; O'Hare et al, 2017 ; Schneider et al, 2018 ; Lee and Park, 2019 ; Fernández de la Cruz et al, 2021 ; Rodin et al, 2021 ; Stofleth and Parks, 2022 ; Stacy et al, 2023 ). Some ITS resort to suppressing their tics, concealing their diagnosis, or avoiding situations to prevent unwanted attention.…”

Case report: Advice for schools on managing functional tic-like behaviours

“…Schools may be able to play a vital role in supporting holistic management plans to aid symptom reduction in FTLBs and to minimise the interference of these episodes, therefore promoting participation. Qualitative research has highlighted that teachers feel they lack the professional training needed to understand and support individuals with Tourette syndrome within schools ( 15 ) and anecdotal feedback from schools our clinic has consulted with indicates the same with regard to FND and FTLB’s.…”