Download Information Sheet – Bipolar

Information Sheet:
What is bipolar disorder?
Unlike many adults with bipolar disorder, whose episodes tend to be more clearly defined, students with
the illness often experience very fast mood swings between depression and mania many times within a
day. Children with mania are more likely to be irritable and prone to destructive tantrums than to be
overly happy and elated. Mixed symptoms also are common in young adolescents with bipolar disorder.
Older adolescents who develop the illness may have more classic, adult-type episodes and symptoms.
Bipolar disorder in children and adolescents can be hard to tell apart from other problems that may
occur in these age groups. For example, while irritability and aggressiveness can indicate bipolar
disorder, they also can be symptoms of attention-deficit hyperactivity disorder, depression, anxiety,
conduct disorder, oppositional defiant disorder, or other types of mental health difficulties more common
among adults such as schizophrenia. Students with bipolar disorder may be prone to drug use, which
can aggravate symptoms. Furthermore, drug use alone can mock many of the symptoms of bipolar
disorder, making an accurate diagnosis difficult.
Educational Implications
Students may experience fluctuations in mood, energy, and motivation. These fluctuations may occur
hourly, daily, in specific cycles, or seasonally. As a result, a student with bipolar disorder may have
difficulty concentrating and remembering assignments, understanding assignments with complex
directions, or reading and comprehending long, written passages of text. Students may experience
episodes of overwhelming emotion such as sadness, embarrassment, or rage. They may also have poor
social skills and have difficulty getting along with their peers.
Possible Educational Adjustments
Educational adjustments are designed to meet student needs on a case-by-case basis. Possible
adjustments could include:
 Arrange for a delayed start or shortened day if the student has difficulty waking up or getting to
school in the morning
 Provide a flexible program to allow for changes in school performance due to the cyclical nature
of the illness
 Use a daily assignment notebook
 Remind the student at the end of the day to take work home if necessary
 Provide a second set of books and materials at home if student is absent or if student often
forgets to take them home
 Modify or eliminate homework assignments according to the student’s changing energy level and
ability to concentrate
 Reduce/modify academic demands as appropriate
 Use books on tape
 Break assignments into manageable levels
 Allow extended time on tests to reduce anxiety
 Allow for alternate testing such as oral tests
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Check regularly on student progress so that he/she doesn’t get impossibly behind
Excuse the student from public speaking and presentations if anxiety is an issue; allow for oneto-one presentation, videotape, etc.
Cut down on distractions
Provide tutoring if there are extended absences
If the student is returning from hospitalisation or time out of school due to the illness, plan for a
successful return to school by reducing stress and providing accommodations as necessary
Allow the student to take a break if he/she is upset or if inappropriate behaviours are beginning
to escalate
Work with the parents and the therapist to understand how the disorder manifests for this
student
Teacher aide to attend class with the student and assist in taking notes should that be required
Allow the student to bring water into class to alleviate effects of medication
Minimise distractions in the learning environment
Exemption or alternative arrangements (refer to QCAA Policy on Special Consideration)
Pre-arranged breaks
Pre-arranged cues to refocus attention
Immediately addressing any negative behaviour by peers towards the student
Providing copies of class teacher’s or other students’ notes to cover emergency absences where
possible
Exit plan
Allowance of break periods as needed for rest and taking of medication
Access to external agency support (Child and Youth Mental Health Services)
Regular access to a guidance officer or school based youth health nurse.
Information Sheet: What is bipolar disorder? Page 2 of 2