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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 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