Knowing what makes kids act out is the first step to finding solutions

Photo by Pixabay on Pexels.com

Writer: Caroline Miller

- Anxiety

- ADHD

- Learning Disorders

- Sensory Processing Problems

- Depression

- Autism

- Trauma

Downloadable Resources

- Learning Disabilities and Behavior Problems

When children act out more than occasionally — with frequent tantrums, outbursts or defiance — the first step to dealing with the problem behavior is finding out what’s behind it. And the cause may not be obvious.

Especially when children are young, they may not be able to tell you what they’re feeling. And in fact they may not even know what’s bothering them.

Tantrums and outbursts are usually signs that kids are struggling with feelings they don’t have the skills to manage. They may be overwhelmed by their frustration or anger and not know how to express themselves more effectively, or calm themselves down. They may need help developing skills to control their behavior.

(For more information see How Can We Help Kids With Self-Regulation.)

But if it’s happening a lot, it could be caused by a number of underlying issues.

Anxiety

We tend to think of anxious kids as shy, clingy, or timid, but anxiety can also cause kids to act out. When anxious children are put into situations that trigger their anxiety, they may lash out or have a tantrum in an effort to escape that situation.

It’s not uncommon for it to happen at school, where demands and expectations may put pressure on them that they can’t handle. For instance, if a child who has social anxiety feels criticized, they might throw books and papers on the floor or punch the person making them uncomfortable. And that behavior can be very confusing to teachers and other staff, since it seems to come out of nowhere.

(For more information see How Anxiety Leads to Disruptive Behavior.)

ADHD

ADHD is usually diagnosed when kids are having trouble paying attention. But for many children with the disorder — and their parents — behavior is a big problem, too. They may ignore instructions. And they may lash out, throw a tantrum, or be defiant when they are asked to do things they don’t want to do.

This behavior is often a result of ADHD symptoms. They may not do what they’re told because they are distracted or because it’s unusually hard for them to tolerate tasks that are difficult or boring. They’re especially likely to misbehave if they’re asked to stop doing something they enjoy, like playing a video game. So things like homework, going to bed, getting dressed, and coming to dinner can become battlegrounds.

Children with ADHD are also more impulsive than other kids. They may be overwhelmed with frustration or other powerful feelings, and might impulsively throw a shoe or push someone or yell “shut up!”

(For more information see ADHD and Behavior Problems.)

Learning Disorders

If a child acts out repeatedly in school or during homework time it could be the result of alearning disorder. If, for instance, they have trouble with math problems or a writing assignment, rather than ask for help, they might rip up the paper or start something with another child to create a diversion.

Kids who find learning harder than other kids do can be very frustrated and lose their temper frequently. And if they don’t know they have a learning disorder, they can worry that they’re stupid. So they often tend to hide their struggles. Getting into trouble might be less painful than letting people know that something is wrong with them. Paying attention to when the problem behavior happens can lead to exposing a learning issue and getting a child help.

(For more information see Supporting the Emotional Needs of Kids With Learning Disorders.)

Sensory Processing Problems

Children who have trouble processing sensory information can have extreme and confusing behavior when their senses are overwhelmed. They might do things like scream if their faces get wet or have a meltdown if they’re in a situation that’s too bright, noisy, or crowded. They might refuse to wear clothes that they find uncomfortable or eat food that feels wrong in their mouths.

Kids with sensory problems can also be rigid about routines and get upset or resist changes that seem insignificant to other people. They are also at risk for running away when an environment feels too overwhelming for them. The “fight or flight” response can kick in when kids are feeling overloaded with sensory input, and their panicked reactions can put them in real danger.

(For more information see Sensory Processing Issues Explained.)

Depression

Some children who have frequent temper tantrums have a disorder called disruptive mood dysregulation disorder, or DMDD. These kids have severe tantrums with chronic irritability in between outbursts. They tend to view things negatively and are quick to explode over issues that seem minor to other people.

(For more information see DMDD: Extreme Tantrums and Irritability.)

#James Donaldson notes:Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticleFind out more about the work I do on my 501c3 non-profit foundationwebsite www.yourgiftoflife.org Order your copy of James Donaldson's latest book,#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy

Click Here For More Information About James Donaldson

Click here to follow James Donaldson's Blog

Autism

Children on the autism spectrum are often prone to dramatic meltdowns. These children tend to be rigid — dependent on consistent routines for their emotional comfort — and any unexpected change can set them off. And they may lack the language and communication skills to express what they want or need.

Some behavior problems in kids with autism can be caused by medical issues that have gone unrecognized, especially in kids who are nonverbal. These include things like acid reflux, constipation, allergies, menstrual cramps, ear infections, and even bone fractures. All kids exhibit more negative behaviors when they don’t feel well, and kids on the spectrum may explode out of frustration that they are in pain and don’t know how to communicate it, or make it stop.

(For more information see Autism Behaviors: Do They Reflect Medical Issues?)

Trauma

Children who have been subjected to trauma or abuse often have trouble managing strong emotions. As babies and toddlers, children learn from adults how to calm and soothe themselves by being calmed and soothed by adults. If they haven’t had that experience, because of neglect, they can be quick to act out when they get upset and have trouble calming down. They need coaching and practice at de-escalating when they feel overwhelmed.

Kids who have experienced trauma also tend to interpret other people as hostile to them, so they may act out irritably in response. They may develop the belief that they’re bad and what’s happened to them is their fault. This leads to the expectation that people are not going to like them or treat them well, so there’s no point in trying to behave.

Photo by Pixabay on Pexels.com https://standingabovethecrowd.com/?p=16296

James Donaldson on Mental Health - Common Causes of Behavior Problems in Kids

Knowing what makes kids act out is the first step to finding solutions

Photo by Pixabay on Pexels.com

Writer: Caroline Miller

- Anxiety
- ADHD
- Learning Disorders
- Sensory Processing Problems
- Depression
- Autism
- Trauma
Downloadable Resources
- Learning Disabilities and Behavior Problems

When children act out more than occasionally — with frequent tantrums, outbursts or defiance — the first step to dealing with the problem behavior is finding out what’s behind it. And the cause may not be obvious.

Especially when children are young, they may not be able to tell you what they’re feeling. And in fact they may not even know what’s bothering them.

Tantrums and outbursts are usually signs that kids are struggling with feelings they don’t have the skills to manage. They may be overwhelmed by their frustration or anger and not know how to express themselves more effectively, or calm themselves down. They may need help developing skills to control their behavior.

(For more information see How Can We Help Kids With Self-Regulation.)

But if it’s happening a lot, it could be caused by a number of underlying issues.

Anxiety

We tend to think of anxious kids as shy, clingy, or timid, but anxiety can also cause kids to act out. When anxious children are put into situations that trigger their anxiety, they may lash out or have a tantrum in an effort to escape that situation.

It’s not uncommon for it to happen at school, where demands and expectations may put pressure on them that they can’t handle. For instance, if a child who has social anxiety feels criticized, they might throw books and papers on the floor or punch the person making them uncomfortable. And that behavior can be very confusing to teachers and other staff, since it seems to come out of nowhere.

(For more information see How Anxiety Leads to Disruptive Behavior.)

ADHD

ADHD is usually diagnosed when kids are having trouble paying attention. But for many children with the disorder — and their parents — behavior is a big problem, too. They may ignore instructions. And they may lash out, throw a tantrum, or be defiant when they are asked to do things they don’t want to do.

This behavior is often a result of ADHD symptoms. They may not do what they’re told because they are distracted or because it’s unusually hard for them to tolerate tasks that are difficult or boring. They’re especially likely to misbehave if they’re asked to stop doing something they enjoy, like playing a video game. So things like homework, going to bed, getting dressed, and coming to dinner can become battlegrounds.

Children with ADHD are also more impulsive than other kids. They may be overwhelmed with frustration or other powerful feelings, and might impulsively throw a shoe or push someone or yell “shut up!”

(For more information see ADHD and Behavior Problems.)

Learning Disorders

If a child acts out repeatedly in school or during homework time it could be the result of alearning disorder. If, for instance, they have trouble with math problems or a writing assignment, rather than ask for help, they might rip up the paper or start something with another child to create a diversion.

Kids who find learning harder than other kids do can be very frustrated and lose their temper frequently. And if they don’t know they have a learning disorder, they can worry that they’re stupid. So they often tend to hide their struggles. Getting into trouble might be less painful than letting people know that something is wrong with them. Paying attention to when the problem behavior happens can lead to exposing a learning issue and getting a child help.

(For more information see Supporting the Emotional Needs of Kids With Learning Disorders.)

Sensory Processing Problems

Children who have trouble processing sensory information can have extreme and confusing behavior when their senses are overwhelmed. They might do things like scream if their faces get wet or have a meltdown if they’re in a situation that’s too bright, noisy, or crowded. They might refuse to wear clothes that they find uncomfortable or eat food that feels wrong in their mouths.

Kids with sensory problems can also be rigid about routines and get upset or resist changes that seem insignificant to other people. They are also at risk for running away when an environment feels too overwhelming for them. The “fight or flight” response can kick in when kids are feeling overloaded with sensory input, and their panicked reactions can put them in real danger.

(For more information see Sensory Processing Issues Explained.)

Depression

Some children who have frequent temper tantrums have a disorder called disruptive mood dysregulation disorder, or DMDD. These kids have severe tantrums with chronic irritability in between outbursts. They tend to view things negatively and are quick to explode over issues that seem minor to other people.

(For more information see DMDD: Extreme Tantrums and Irritability.)

#James Donaldson notes:
Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.
Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.
Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticle
Find out more about the work I do on my 501c3 non-profit foundation
website www.yourgiftoflife.org Order your copy of James Donaldson's latest book,
#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy

Click Here For More Information About James Donaldson

Click here to follow James Donaldson's Blog

Autism

Children on the autism spectrum are often prone to dramatic meltdowns. These children tend to be rigid — dependent on consistent routines for their emotional comfort — and any unexpected change can set them off. And they may lack the language and communication skills to express what they want or need.

Some behavior problems in kids with autism can be caused by medical issues that have gone unrecognized, especially in kids who are nonverbal. These include things like acid reflux, constipation, allergies, menstrual cramps, ear infections, and even bone fractures. All kids exhibit more negative behaviors when they don’t feel well, and kids on the spectrum may explode out of frustration that they are in pain and don’t know how to communicate it, or make it stop.

(For more information see Autism Behaviors: Do They Reflect Medical Issues?)

Trauma

Children who have been subjected to trauma or abuse often have trouble managing strong emotions. As babies and toddlers, children learn from adults how to calm and soothe themselves by being calmed and soothed by adults. If they haven’t had that experience, because of neglect, they can be quick to act out when they get upset and have trouble calming down. They need coaching and practice at de-escalating when they feel overwhelmed.

Kids who have experienced trauma also tend to interpret other people as hostile to them, so they may act out irritably in response. They may develop the belief that they’re bad and what’s happened to them is their fault. This leads to the expectation that people are not going to like them or treat them well, so there’s no point in trying to behave.

Photo by Pixabay on Pexels.com https://standingabovethecrowd.com/james-donaldson-on-mental-health-common-causes-of-behavior-problems-in-kids-2/

Are You Thinking of Suicide? There’s hope if you’re in crisis. You can talk to someone 24/7. Call or text 988.

Bennett McIntosh knows all about the Ask the Question campaign. As a registered nurse who works in the emergency room, it’s part of their screening to always ask the question directly, “Are you thinking about suicide?” She’s also an avid runner who says that physical activity helps her own mental health. But up until a year ago, she didn’t know about the 437 Project.

“I was sitting on the couch watching the noon news, and I thought it was a really cool thing, 12 people are running across the state for mental health and suicide prevention. I’m a runner, so I started following along.”

Connecting With People in the Moment

The more she learned, the more she wanted to help, so she volunteered to run. The group ran 437 miles across the state to raise enough awareness to cut the number of suicides in South Dakota. A simply stated goal that, in her experience, worked based on a message she got after the event.

“Somebody who came to one of our community events reached out to the 437 Project team and they said they had a plan to kill themselves, but then they came to the event, listened to the speakers and then they went to seek help.”

That’s the one story they heard about, but McIntosh prays that’s more common, “There's one life saved and I think it's a pretty amazing thing. That person is so strong and it's really awesome, but one life lost is still too many. Impacting that that one person though, that's what it's all about.”

Why the 437 Project and Suicide Prevention Caught Her Attention

“I was going through some life changes, and there were days I was pretty sad about some things. I knew it was temporary, but it really got me thinking about how some people feel that down and sad to the point where they think things won’t get better and they feel the need to end their life,” said McIntosh. “So that was a big reason why I volunteered, just knowing I could help shed light on this topic to let people know that it will be OK.”

McIntosh said she made connections that’ll last a lifetime. Even now, months after crossing the finish line, she still feels the impact of her trek across the state every day, and not just because of a nagging knee injury.

“You go through so much and you learn so much through the four days you’re out there,” said McIntosh. “When you get done with this huge feat, when you realize that you just ran across South Dakota with 11 other runners, it's amazing.”

#James Donaldson notes:Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticleFind out more about the work I do on my 501c3 non-profit foundationwebsite www.yourgiftoflife.org Order your copy of James Donaldson's latest book,#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy

Click Here For More Information About James Donaldson

Click here to follow James Donaldson's Blog

Running Down Memory Lane to Remember Those Lost to Suicide

Of course it’s not just the running and her fellow runners that left an impact, it’s also the volunteers and the people who cheered them on along the way. Most importantly though, is the reason behind the run, which never strayed far from her mind, especially at the end. The final push to the finish line is called the memory mile, when people who lost loved ones to suicide hold up signs for the runners to see. That memory mile really stuck with McIntosh.

“We go home and we're excited that it's done, but those people go home and they still don't have a son, they still don't have a daughter or a mother or father. That really sunk in when I was away from all the noise and sitting in my house in the quiet with time to reflect,” she said. “You come down from that high, but then you remember that we did this to raise awareness for suicide prevention.”

Once the run begins, someone is running 24/7, except for a few community events along the way, when many of those stories are told. The hope is to encourage people to prevent suicide, in part by talking about it. The project is sponsored by Avera, which advocates for loved ones to not be afraid to ask people directly, “Are you thinking about suicide?” if they see the signs someone might be thinking about suicide.

“I’ve had friends in my life and people in my life that reached out to me and told me stories I had no idea about,” she said. “Suicide is a hard topic to talk about, there's such a stigma surrounding it. I had so many people reach out to me and say they were a suicide survivor. That shocked me, I had no clue and I think we need to normalize people talking about those things because when people hear stories, they’re moved.”

McIntosh returned to work as a registered nurse at a rural hospital with a new perspective and a greater understanding, “It's life-changing. I think it's the best thing I've ever done in my life.”

She’s undecided if she’d run again, but she encourages others to sign up or volunteer.”

“I don't know if I'd run it, but I will absolutely 100% be involved, be an advocate for it. I will be involved for sure in all of the upcoming years.”

Ask the Question to Prevent Suicide

Asking someone directly if they’re thinking about suicide can provide hope. Avera’s campaign to prevent suicide provides resources to talk with your loved one and get them help in the moment. https://standingabovethecrowd.com/?p=16292

James Donaldson on Mental Health - Running Down the Stigma Surrounding Suicide

Are You Thinking of Suicide? There’s hope if you’re in crisis. You can talk to someone 24/7. Call or text 988.

Bennett McIntosh knows all about the Ask the Question campaign. As a registered nurse who works in the emergency room, it’s part of their screening to always ask the question directly, “Are you thinking about suicide?” She’s also an avid runner who says that physical activity helps her own mental health. But up until a year ago, she didn’t know about the 437 Project.

“I was sitting on the couch watching the noon news, and I thought it was a really cool thing, 12 people are running across the state for mental health and suicide prevention. I’m a runner, so I started following along.”

Connecting With People in the Moment

The more she learned, the more she wanted to help, so she volunteered to run. The group ran 437 miles across the state to raise enough awareness to cut the number of suicides in South Dakota. A simply stated goal that, in her experience, worked based on a message she got after the event.

“Somebody who came to one of our community events reached out to the 437 Project team and they said they had a plan to kill themselves, but then they came to the event, listened to the speakers and then they went to seek help.”

That’s the one story they heard about, but McIntosh prays that’s more common, “There's one life saved and I think it's a pretty amazing thing. That person is so strong and it's really awesome, but one life lost is still too many. Impacting that that one person though, that's what it's all about.”

Why the 437 Project and Suicide Prevention Caught Her Attention

“I was going through some life changes, and there were days I was pretty sad about some things. I knew it was temporary, but it really got me thinking about how some people feel that down and sad to the point where they think things won’t get better and they feel the need to end their life,” said McIntosh. “So that was a big reason why I volunteered, just knowing I could help shed light on this topic to let people know that it will be OK.”

McIntosh said she made connections that’ll last a lifetime. Even now, months after crossing the finish line, she still feels the impact of her trek across the state every day, and not just because of a nagging knee injury.

“You go through so much and you learn so much through the four days you’re out there,” said McIntosh. “When you get done with this huge feat, when you realize that you just ran across South Dakota with 11 other runners, it's amazing.”

#James Donaldson notes:
Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.
Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.
Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticle
Find out more about the work I do on my 501c3 non-profit foundation
website www.yourgiftoflife.org Order your copy of James Donaldson's latest book,
#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy

Click Here For More Information About James Donaldson

Click here to follow James Donaldson's Blog

Running Down Memory Lane to Remember Those Lost to Suicide

Of course it’s not just the running and her fellow runners that left an impact, it’s also the volunteers and the people who cheered them on along the way. Most importantly though, is the reason behind the run, which never strayed far from her mind, especially at the end. The final push to the finish line is called the memory mile, when people who lost loved ones to suicide hold up signs for the runners to see. That memory mile really stuck with McIntosh.

“We go home and we're excited that it's done, but those people go home and they still don't have a son, they still don't have a daughter or a mother or father. That really sunk in when I was away from all the noise and sitting in my house in the quiet with time to reflect,” she said. “You come down from that high, but then you remember that we did this to raise awareness for suicide prevention.”

Once the run begins, someone is running 24/7, except for a few community events along the way, when many of those stories are told. The hope is to encourage people to prevent suicide, in part by talking about it. The project is sponsored by Avera, which advocates for loved ones to not be afraid to ask people directly, “Are you thinking about suicide?” if they see the signs someone might be thinking about suicide.

“I’ve had friends in my life and people in my life that reached out to me and told me stories I had no idea about,” she said. “Suicide is a hard topic to talk about, there's such a stigma surrounding it. I had so many people reach out to me and say they were a suicide survivor. That shocked me, I had no clue and I think we need to normalize people talking about those things because when people hear stories, they’re moved.”

McIntosh returned to work as a registered nurse at a rural hospital with a new perspective and a greater understanding, “It's life-changing. I think it's the best thing I've ever done in my life.”

She’s undecided if she’d run again, but she encourages others to sign up or volunteer.”

“I don't know if I'd run it, but I will absolutely 100% be involved, be an advocate for it. I will be involved for sure in all of the upcoming years.”

Ask the Question to Prevent Suicide

Asking someone directly if they’re thinking about suicide can provide hope. Avera’s campaign to prevent suicide provides resources to talk with your loved one and get them help in the moment.

https://standingabovethecrowd.com/james-donaldson-on-mental-health-running-down-the-stigma-surrounding-suicide/

James Donaldson on Mental Health - What Does OCD Look Like in the Classroom?

How to recognize the signs a child is struggling, even if they are hiding their anxiety

Writer: Jerry Bubrick, PhD

Clinical Expert: Jerry Bubrick, PhD

What You'll Learn

- Why is it hard for kids with OCD to function at school?
- What kinds of behaviors do kids with OCD show in the classroom?

For kids with OCD (obsessive-compulsive disorder), school can be a struggle. Because these kids are often embarrassed by their symptoms and try to hide them, it’s hard for teachers to help them. Children with OCD sometimes act out in extreme ways, so teachers may think they have ADHD or oppositional behavior. But really, kids with OCD have a ton of anxiety and that makes school really hard.

When teachers know what to look for, they can recognize OCD in students and make sure kids have the support they need to learn. Here are some signs of OCD often show up in school:

- Going to the bathroom a lot
- Asking the same question over and over
- Checking doors, windows, lockers or desks over and over
- Getting stuck on tasks and having a hard time moving to the next activity
- Needing to do perfect work, like erasing a word over and over or going very slowly on a test
- Seeming distracted
- Tapping or touching things symmetrically or in a certain order
- Complaining of being tired or anxious

For children who have obsessive-compulsive disorder, functioning in school can be complicated and very difficult. And for a teacher, it can be easy to misread the symptoms of OCD as oppositional behavior on the child’s part, or as ADHD.

But if teachers can recognize the behaviors associated with OCD, especially when a child is embarrassed and trying to hide their anxiety, they can help kids receive treatment or make adjustments to help them learn successfully.

#James Donaldson notes:
Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.
Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.
Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticle
Find out more about the work I do on my 501c3 non-profit foundation
website www.yourgiftoflife.org Order your copy of James Donaldson's latest book,
#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy

Click Here For More Information About James Donaldson

Click here to follow James Donaldson's Blog

Here are the kinds of obsessive behaviors you might see in kids with OCD: 

Frequent requests to go to the bathroom: This could be to wash hands, if someone near the child was coughing or sneezing, or if they touched something that they perceive as contaminated. They could be washing items — pens, pencils, backpacks, books. It could also be an excuse to get out the classroom and just be away from everyone, and have some respite.

Constant reassurance-seeking: This takes the form of repetitive questions. “Are you sure that’s the answer? Could you tell me again? Did you hear what I said?” Checking doors, windows, lockers, desks. Over and over and over again.

Getting stuck on tasks: Sometimes kids with OCD will need to finish something to completion, or understand it to completion, before they’re able to move on. So if a child is working out what they did wrong on a math test, and the teacher says, “Now let’s open the textbook and start a new chapter,” they’re not going to be able to shift gears.

Retracing: If a child leaves the classroom and worries that they left a pencil behind, they’ll go back into the classroom and go to their desk and check. If they had a bad thought as they went through the doorway, they might have to “fix it” by going back through the doorway again saying a good word. If they had a bad thought when they went down a flight of stairs on the way to class, they might need to go back up that same stairway at the end of the period, even if it means being late to their next class.

Obsessive erasing: A child could be erasing a lot because the letters have to look perfect. Or they could have used a word that disturbs them. For example, if they have a fear of vomiting and they’ve written the word vomit, they might not be able to stand seeing that word, so they erase it. Kids start having erasers worn down to the metal. Teachers start to see holes in the paper. Words will be drawn over on the back of the page. A lot of different areas of writing become problematic.

Distraction: If a child is busy thinking that if they don’t turn the pen cap and count to four the right way then their mom is going to get sick, they’re not going to be paying attention in class. And if their teacher calls on them to answer a question, their distraction might look likeADHD, but it isn’t.

Slowness on exams and papers and tasks: Sometimes when kids take a long time they’re struggling with the perfectionism of needing to do things the right way. This could look like learning problems, or inattention, but it isn’t.

Avoidance: Teachers might see a child who doesn’t want to sit on the floor, or pick things up that touched the floor, or get their hands dirty in art class. They may avoid a lot of playground activities — kids with germ fears will look at the playground the way some adults look at the subway — it’s gross. Why touch anything there?

Tapping and touching symmetrically: If a child sits down at their desk and they accidentally kick the chair of the kid next to them with their right foot, they’re going to have to then kick it with their left foot. That might look like somebody who’s being oppositional, or somebody who’s got too much energy, but actually it’s OCD.

Complaints of anxiety and fatigue: There’s one interesting theory that kids with OCD are smarter than other kids. And if you consider how much thinking they’re doing, they’re really using their brain more frequently than a lot of other kids are. But when that’s coupled with a lot of anxiety, you can have a lot of fatigue. So it’s common for kids with OCD to want to come home and take a nap after school.

Frequently Asked Questions

Why is school especially hard for kids with OCD?

School can be especially hard for kids with OCD because of their anxiety and need to perform rituals, sometimes in secret. In the classroom, some kids might act out in extreme ways, so teachers think they have ADHD or oppositional behavior — when it’s undiagnosed OCD.

What kinds of behaviors do kids with OCD show in the classroom?

https://standingabovethecrowd.com/james-donaldson-on-mental-health-what-does-ocd-look-like-in-the-classroom/

How to recognize the signs a child is struggling, even if they are hiding their anxiety

Writer: Jerry Bubrick, PhD

Clinical Expert: Jerry Bubrick, PhD

What You'll Learn

- Why is it hard for kids with OCD to function at school?

- What kinds of behaviors do kids with OCD show in the classroom?

For kids with OCD (obsessive-compulsive disorder), school can be a struggle. Because these kids are often embarrassed by their symptoms and try to hide them, it’s hard for teachers to help them. Children with OCD sometimes act out in extreme ways, so teachers may think they have ADHD or oppositional behavior. But really, kids with OCD have a ton of anxiety and that makes school really hard.

When teachers know what to look for, they can recognize OCD in students and make sure kids have the support they need to learn. Here are some signs of OCD often show up in school:

- Going to the bathroom a lot

- Asking the same question over and over

- Checking doors, windows, lockers or desks over and over

- Getting stuck on tasks and having a hard time moving to the next activity

- Needing to do perfect work, like erasing a word over and over or going very slowly on a test

- Seeming distracted

- Tapping or touching things symmetrically or in a certain order

- Complaining of being tired or anxious

For children who have obsessive-compulsive disorder, functioning in school can be complicated and very difficult. And for a teacher, it can be easy to misread the symptoms of OCD as oppositional behavior on the child’s part, or as ADHD.

But if teachers can recognize the behaviors associated with OCD, especially when a child is embarrassed and trying to hide their anxiety, they can help kids receive treatment or make adjustments to help them learn successfully.

#James Donaldson notes:Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticleFind out more about the work I do on my 501c3 non-profit foundationwebsite www.yourgiftoflife.org Order your copy of James Donaldson's latest book,#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy

Click Here For More Information About James Donaldson

Click here to follow James Donaldson's Blog

Here are the kinds of obsessive behaviors you might see in kids with OCD: 

Frequent requests to go to the bathroom: This could be to wash hands, if someone near the child was coughing or sneezing, or if they touched something that they perceive as contaminated. They could be washing items — pens, pencils, backpacks, books. It could also be an excuse to get out the classroom and just be away from everyone, and have some respite.

Constant reassurance-seeking: This takes the form of repetitive questions. “Are you sure that’s the answer? Could you tell me again? Did you hear what I said?” Checking doors, windows, lockers, desks. Over and over and over again.

Getting stuck on tasks: Sometimes kids with OCD will need to finish something to completion, or understand it to completion, before they’re able to move on. So if a child is working out what they did wrong on a math test, and the teacher says, “Now let’s open the textbook and start a new chapter,” they’re not going to be able to shift gears.

Retracing: If a child leaves the classroom and worries that they left a pencil behind, they’ll go back into the classroom and go to their desk and check. If they had a bad thought as they went through the doorway, they might have to “fix it” by going back through the doorway again saying a good word. If they had a bad thought when they went down a flight of stairs on the way to class, they might need to go back up that same stairway at the end of the period, even if it means being late to their next class.

Obsessive erasing: A child could be erasing a lot because the letters have to look perfect. Or they could have used a word that disturbs them. For example, if they have a fear of vomiting and they’ve written the word vomit, they might not be able to stand seeing that word, so they erase it. Kids start having erasers worn down to the metal. Teachers start to see holes in the paper. Words will be drawn over on the back of the page. A lot of different areas of writing become problematic.

Distraction: If a child is busy thinking that if they don’t turn the pen cap and count to four the right way then their mom is going to get sick, they’re not going to be paying attention in class. And if their teacher calls on them to answer a question, their distraction might look likeADHD, but it isn’t.

Slowness on exams and papers and tasks: Sometimes when kids take a long time they’re struggling with the perfectionism of needing to do things the right way. This could look like learning problems, or inattention, but it isn’t.

Avoidance: Teachers might see a child who doesn’t want to sit on the floor, or pick things up that touched the floor, or get their hands dirty in art class. They may avoid a lot of playground activities — kids with germ fears will look at the playground the way some adults look at the subway — it’s gross. Why touch anything there?

Tapping and touching symmetrically: If a child sits down at their desk and they accidentally kick the chair of the kid next to them with their right foot, they’re going to have to then kick it with their left foot. That might look like somebody who’s being oppositional, or somebody who’s got too much energy, but actually it’s OCD.

Complaints of anxiety and fatigue: There’s one interesting theory that kids with OCD are smarter than other kids. And if you consider how much thinking they’re doing, they’re really using their brain more frequently than a lot of other kids are. But when that’s coupled with a lot of anxiety, you can have a lot of fatigue. So it’s common for kids with OCD to want to come home and take a nap after school.

Frequently Asked Questions

Why is school especially hard for kids with OCD?

School can be especially hard for kids with OCD because of their anxiety and need to perform rituals, sometimes in secret. In the classroom, some kids might act out in extreme ways, so teachers think they have ADHD or oppositional behavior — when it’s undiagnosed OCD.

What kinds of behaviors do kids with OCD show in the classroom? https://standingabovethecrowd.com/?p=16290

By Mary Alice Miller

The 2020 report to Congress, titled “Ring the Alarm: The Crisis of Black Youth Suicide in America”, identified causes and solutions, and highlighted current research, practices and policy recommendations.

The report distinguished rates regarding suicide (completed suicide or suicide death) and suicidal behaviors (thinking about, planning or attempting suicide), with a particular focus on the rates of suicide and engagement in suicidal behaviors among Black youth. “With great intention,” stated the report, “we distinguish suicide from suicide behaviors in terms of rates.”

The report found “In youth ages 10 to 19 years, suicide is the second leading cause of death, and in 2017, over 3,000 youth died by suicide in this age group. Over the past decade, increases in the suicide death rate for Black youth have seen the rate rising from 2.55 per 100,000 in 2007 to 4.82 per 100,000 in 2017.”

In particular, the report stated, “Black youth under 13 years are twice as likely to die by suicide and when comparing by sex, Black males, 5 to 11 years, are more likely to die by suicide compared to their White peers. Finally, the suicide death rate among Black youth has been found to be increasing faster than any other racial/ethnic group.”

The report suggests that Black males are engaging in more lethal means when attempting suicide, which might explain how a 5-year-old could be listed as having committed suicide, likely from playing with an adult’s unattended gun.

“Although Black youth have historically not been considered at high risk for suicide or suicidal behaviors,” stated the report, “current trends suggest the contrary.

A subsequent study from Johns Hopkins Center for Gun Violence Solutions, concurred. The study, “Still Ringing the Alarm: An Enduring Call to Action for Black Youth Suicide Prevention,” pointed to firearms as the second most common suicide method used by Black kids. For Black boys under the age of 19, the study found, firearms are the most common method.

A NYC Dept. of Health 2023 Data Brief reported suicide-related factors among New York City public high school students between 2011-2021. The data came from voluntary student surveys conducted in NYC public high schools by the Health Department and the NYC Department of Education. The 2019 YRBS had 9,534 respondents, 2021 YRBS has 3,944 respondents.

Suicide-related factors from students who responded “yes” to Youth Risk Behavior Survey (YRBS) questions found Suicidal ideation defined as reporting having seriously considered attempting suicide in the 12 months prior to survey; Suicide attempt defined as reporting having attempted suicide one or more times in the 12 months prior to survey; Feeling sad and hopeless defined as reporting having felt sad or hopeless almost every day for two weeks or more in a row during the past 12 months so that they stopped doing some usual activities; and Non-suicidal self-injury defined as reporting having done something to purposely hurt themselves without wanting to die (such as cutting or burning themselves on purpose).

#James Donaldson notes:Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticleFind out more about the work I do on my 501c3 non-profit foundationwebsite www.yourgiftoflife.org Order your copy of James Donaldson's latest book,#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy

Click Here For More Information About James Donaldson

Click here to follow James Donaldson's Blog

The NYC Data Brief found the proportion of Black teens in New York City who felt sad and hopeless increased from 34% in 2019 to 41% in 2021, encompassing the prime COVID shutdown time period.Among racial groups, the NYC Data Brief found racial inequities exist among students who reported suicidal thoughts and attempted suicide. In 2019, Black (16%), Latino/a (16%), and Asian (16%) public high school students were more likely than White (12%) high school students to report suicidal ideation.

In 2021, the difference between Latino/a (17%) and White (9%) students persisted. In 2019, Black (10%) and Latino/a (9%) high school students were more likely than White (6%) students to report attempting suicide. In 2021, the prevalence of attempting suicide was similar across racial and ethnic groups.

NYS Office of Mental Health convened a Suicide Prevention Taskforce in 2024 to address social isolation, depression and anxiety, including among communities of color.

“Suicide claimed the lives of 1,765 New Yorkers in 2022,” Office of Mental Health Commissioner Dr. Ann Sullivan said. “And among high school-aged youth, growing numbers of girls, Black teens, and LGBTQ+ students report that they feel persistently sad or have suicidal thoughts.”

The NYS Taskforce stated “Suicide claimed the lives of 1,660 New Yorkers in 2021. It is the second leading cause of death among individuals between the age of 25 and 34, and the third leading cause of death for youth and young adults between the age of 10 and 24.”

The statement continued, “While the suicide rate in New York State has remained relatively stable since 2012, a recent report by the federal Centers for Disease Control and Prevention highlighted racial/ethnic disparities, including among black and Hispanic individuals.”

One across the board finding is that Black adolescents were significantly less likely than their peers in other demographic groups to receive mental health care, possibly related to stigma and distrust of mental healthcare providers. In addition, some youth may experience environmental stressors that may place them at higher risk, such as discrimination, violence, social media, AI, poverty, and homelessness.

Available mental health resources include NYC TeenSpace and 988.NYC teens (13-17) have access to NYC Teenspace, a free tele-mental health program powered by Talkspace, offering connection to licensed therapists via text, voice, or video, plus self-guided exercises, through their app or website (talkspace.com/NYC), requiring parent consent for therapy.

The 988 Suicide & Crisis Lifeline connects to trained crisis counselors 24/7. They can help anyone thinking about suicide, struggling with substance use, experiencing a mental health crisis, or any other kind of emotional distress. It is available via call, text or chat 988. https://standingabovethecrowd.com/?p=16288