23 Feb The Role of School Professionals in Identifying Early Signs of OCD in Students
The World Health Organization has deemed OCD as one of the ten most disabling medical illnesses. Delays in identification and treatment can worsen the severity of the episode and adversely impact treatment outcomes, making early identification crucial for effective intervention.
One-third of adults who struggle with Obsessive-Compulsive Disorder reported that symptoms surfaced in childhood or adolescence and worsened over time. School mental health professionals and educators possess a unique opportunity to identify warning signs and initial symptoms, as they are often the first to observe behavioral changes in students. Symptoms of OCD can present as excessive worry and anxiety, poor concentration, difficulty concentrating and making decisions, poor academic performance, and a change in behavior, including acting out. Because these symptoms mirror other childhood mental health disorders, such as ADHD, school professionals must be cognizant of the possibility of OCD.
Early identification is essential to better outcomes into adulthood. A study reported in The British Journal of Psychiatry (2018) found that OCD in youth can be a chronic condition that persists into adulthood. However, early identification and treatment may reduce the risk of chronicity. As educators are not trained extensively on mental health illnesses, symptoms of OCD may be dismissed as something else, or just a “phase.” OCD symptoms create significant emotional distress and anxiety caused by intrusive and unwanted thoughts, fears, sensations, or images. It also causes the urge to do behaviors called compulsions, also known as “rituals,” to help mitigate the anxiety; however, this relief is short-term, causing the rituals to build until they interfere with daily activities and academic performance.
Common ways that OCD can manifest in the school setting include:
Attendance issues such as tardiness or absences from school
Display of disruptive behavior, meltdowns, tantrums, or episodes resembling rage
Persistent questioning or challenges in completing assigned tasks
Frequent need for reassurance
Engaging in repetitive actions such as rereading, rewriting, excessive erasing, or discarding paper
Procrastination or difficulty in completing assigned work
Regular visits to the bathroom or the school nurse
Avoidance of specific places, individuals, situations, or objects
Constant adjustments to the arrangement of desk contents, locker or backpack, and other items in the classroom
Repetitive actions driven by a specific number or a “just right” feeling
Challenges in transitioning between tasks, including entering or exiting rooms.
It is crucial to recognize the broader impact of OCD on students.