Bipolar Disorder & Learning

Bipolar disorder (BD) causes an individual's focus and energy levels to be erratic, and each diagnosed child has strengths (to be reiterated) and weaknesses (to be assuaged by designing coping mechanisms.) Seasonal changes can also heighten BD symptoms, with feelings of defeat found most often in the fall and grandiose behavior reigning in springtime. Fortunately, the Individuals with Disabilities Education Act federally requires school districts to tailor a working plan for the diagnosed individual.

Executive function deficit

• Many students with BD experience problems with retaining information in short-term memory and applying the knowledge toward problem solving or logical sequencing. This may explain why a bright student appears lazy or unorganized. These are warning signs of a BD-triggered executive function deficit (EFD) that can impair concentration and completing assignments on time, make one forgetful about completing assignments or being prepared with needed materials.

Medication's toll

• Side effects of medication can also leave a student with BD feeling fatigued and generally unsusceptible to lessons. Changes in sleep schedules can make this worse. This can be assisted by giving the student a schedule of increasing difficulty or importance, so that the most crucial lessons and assignment occur toward the end of the school day. Often, BD students have problems when their routine is disrupted. A strategy could be to have teachers and officials outline in advance any transitions that may make the student uncomfortable.

Breaks

• If a student is having trouble working on tasks independently for a prolonged period of time, she may need a physical break from the location in order to successfully complete the work. An agreed-upon location for the student to break when needed will help her to return to the task at her own pace.

Journaling

• A homework journal can be an invaluable tool for the student to keep track of assignments and have parents and teachers communicating. Having an adult itemize the night`s list of work will ensure it all gets done and help the student develop a concept of strategy. You can even factor in a stopwatch and time the work in accordance with how often the student needs to take a break. The student can also use a journal to keep track of stress-inducing situations in order to plan how to approach them.

Social element

• BD can affect the social element of schooling in group assignments and activities. Diagnosed students often have unpolished social skills and low self-esteem. This can be combated with developing social skills classes and counseling, and makes having patient, encouraging adults around vital. Teachers and counselors can work out a verbal cue for the student to rephrase negative or defeatist comments in a positive light. An aide in the classroom or nearby can provide the student with a trusted adult to encourage her, help her sort through difficulties and provide a haven away from the classroom should it become overwhelming.