Children who have been diagnosed with a major depressive episode or a dysthymic disorder (a milder depression which lasts for a year or more) have special needs. These needs should be accommodated in the classroom in order for these children to be able to thrive and maintain their sense of self-esteem. School may be very difficult for these kids, and parents may find that some educators are insensitive to the issue and hesitant to make any classroom adaptations to assist the child. You are your child’s greatest advocate, and you have the right to insist that your child has a nurturing school environment. Children who are emotionally disturbed are eligible for special education and services, according to the Individuals With Disabilities Education Improvement Act of 2004 (IDEA).
Here are some possible classroom accommodations which could benefit your child:
- Teachers should be sensitive that scolding these kids or criticizing their work only feeds the depression and creates a vicious cycle. Parents and teachers should focus on the positive aspects of the child’s work and give praise for a good effort and a good attitude.
- Allowances could be made for missed work. Children with depression often miss school, and have difficulty keeping track of assignments. Without giving the child a license to shrug off all homework, the teacher could have some leniency with deadlines.
- A school counselor or psychologist may regularly meet with the child to assess his or her progress and general condition. The meetings should be upbeat and friendly, without making the child feel singled out as a “problem” or “sick” kid.
- The child could be positioned close to the front of the classroom, where he is more likely to be drawn in to the teacher’s instruction and less likely to become withdrawn and distracted.
- If medication is being dispensed to the child, teachers and administrators should know the type, the dosage, and should be aware of the medication’s potential side effects so they will know what to look for, especially when dosage adjustments have been made.
- Tardies could be excused, with some leniency given. These children may have sleep disruptions and may have great difficulty waking in the morning. Perhaps the teacher could schedule independent reading and other such activities in the mornings so that core subjects are not missed.
- Any references made to death, suicide, or violence should be taken seriously, and immediately reported to parents and counselors or psychiatrists who deal with the child.
- The teacher and child could come up with a signal the teacher will use when the child needs to get back on task or when his or her focus has been lost.
- A peer tutor could be selected to help explain assignments, keep the child on task, and provide support and friendship on the playground and in other situations.
- Other academic factors which could be contributing to the depression should be considered, such as learning disabilities or social awkwardness, which may be making the child feel left out or less capable. He or she should have a full psychological assessment to look for learning disabilities or ADHD, or other possible contributors, so they can be addressed properly.
Finally…
It’s important for parents to keep in close contact with their child’s teacher and therapist so that any new symptoms can be handled in a combined team effort. The child should understand that he does play a significant role in his own treatment and prognosis. This realization is helpful because it gives the child a sense of empowerment and combats hopelessness.
Kristyn Crow is the author of this blog. Visit her website by clicking here. Some links on this blog may have been generated by outside sources are not necessarily endorsed by Kristyn Crow.