Helping Children Understand

When an episode of automatic behavior or a convulsion occurs in the classroom, the whole class is affected.

They may be afraid for the welfare of the affected child. They are likely to be upset at the sight of apparently serious illness in someone who had seemed as healthy as they only a few moments before. They may feel vulnerable themselves.

When this happens, children need factual information suitable to their age. They need reassurance that what has happened poses no danger to them or to the child who had the seizure.

Unless handled appropriately, the fear generated by the event may become fear of the child who had the seizure. This kind of progression can cause the child to be shunned, teased, or both.

When the teacher or the school nurse explains to the other children what has happened, answers their questions, and gives them a chance to say how they feel about what occurred, the social impact of the seizure can be reduced. This discussion should take place as soon as possible after the seizure.

The youngster who had the seizure should be told such a discussion is planned and be allowed to decide whether he wants to be included in it. If the child chooses not to be present when epilepsy is discussed or if it is not possible for him to be there, he should be told afterwards what was said. During the classroom discussion, the teacher or the school nurse should first describe what caused the seizure and then invite the children to ask questions and express their feelings about what happened.

Key points to help children understand:

• What happened to the child is called a seizure.
• It happened because for just a minute or two the child's brain did not work properly and sent mixed up messages to the rest of his body. Now that the seizure is over, his brain and his body are working properly again.
• Having seizures is part of a health condition called epilepsy, which some children have.
• Epilepsy is not a disease and it can't be caught from other children.
• Children who have this condition take medicine to prevent seizures, but sometimes one happens anyway.
• Seizures stop by themselves, but it's good to know first aid steps that will keep a child safe while the seizure's happening.

If the seizure was a convulsion, the teacher should emphasize that the child was not in any danger, even though he looked as if he was. If the seizure produced unusual behavior, it should be emphasized that what happened does not mean the child has a mental illness or is "crazy."

If the child with epilepsy is present, he or she can be brought into the discussion with questions like:

• (To the child): Can you tell us what it feels like when you have a seizure?
• (To the class): Can anyone tell us how they think they would feel if they had a seizure? What would they want the other children to do?
• (To everyone): What's the most important part of helping someone who's having a seizure? (Answer: Keep him safe and be a friend when it's over.)

Even if the child cannot be present during the discussion, similar points can be made to encourage understanding and acceptance when he or she returns.