Dealing with OCD in School
How to Deal with OCD in School: Tips and Strategies
Living with OCD (Obsessive-Compulsive Disorder) can be tough, especially when you're trying to focus on schoolwork, deal with social situations, and keep up with daily responsibilities. OCD involves having unwanted, intrusive thoughts (obsessions) that cause anxiety, followed by repetitive behaviors (compulsions) aimed at reducing that anxiety. Whether you're a student dealing with OCD or a parent, teacher, or friend looking to help, it’s important to know that you’re not alone, and there are ways to manage it while still being successful in school.
In this blog, we’ll explore some practical strategies that can help students cope with OCD at school, based on research and expert advice.
1. Understanding OCD and How It Affects School Life
OCD can show up in many different ways, and it can affect nearly every part of a student’s day. For some, the need to check or repeat things (like hand-washing, checking the locker, or redoing homework) can take up so much time that it becomes hard to finish schoolwork on time or even attend class regularly (Foa et al., 2005). Other students may feel embarrassed or ashamed of their compulsions, which can make socializing with peers and participating in group activities difficult (Stewart et al., 2005). OCD symptoms can also be mentally draining, making it harder to focus or stay engaged in class (Pinto et al., 2006).
It’s important to understand that OCD isn’t just about being "neat" or "organized." It’s a serious mental health condition that can have a major impact on daily functioning, and it requires empathy and support from everyone involved—students, teachers, and parents.
2. Managing OCD Through Therapy
One of the most effective ways to manage OCD is through cognitive-behavioral therapy (CBT), specifically a technique called Exposure and Response Prevention (ERP). This type of therapy helps people with OCD face their fears in a safe way and resist the urge to perform compulsive behaviors (Foa et al., 2005). In the context of school, ERP might involve a student learning to sit through an anxiety-provoking situation without engaging in compulsions. For example, they might practice sitting through class without checking their desk multiple times.
Research shows that CBT can be highly effective in helping students manage OCD in school settings (Hirschfield, 2014). Students who undergo CBT can learn strategies to resist compulsions and better manage intrusive thoughts that disrupt their schoolwork.
3. Building a Routine and Staying Organized
A consistent routine can be incredibly helpful for students with OCD. Having a structured schedule for homework, studying, and breaks can reduce the need for compulsions and prevent obsessive thoughts from interfering with school tasks. According to Steptoe et al. (2013), students with OCD may feel more in control when they have set times for schoolwork, sleep, and relaxation.
One helpful approach is to create a study schedule that allows time for rest and helps prevent feelings of being overwhelmed by tasks. Breaking larger assignments into smaller, more manageable parts can also reduce anxiety and make it easier to complete work without getting stuck in compulsive loops (Harris, 2015). Plus, a routine can help reduce procrastination, which is often linked to the perfectionistic tendencies common in people with OCD (Foa et al., 2005).
4. Open Communication with Teachers and Staff
It’s important for students with OCD to talk to their teachers or school counselors about their condition so that they can receive the support they need. When teachers are aware of the student’s struggles, they can provide reasonable accommodations, such as extended time on tests or breaks between tasks to manage compulsions (Baer, 2009). Teachers may also be more understanding if a student needs to leave the room temporarily due to overwhelming anxiety or if they need a quiet space to focus.
Involving school staff in treatment plans or therapy recommendations is a great way to ensure a collaborative approach to managing OCD (Pinto et al., 2006). With the right support system, students can feel more comfortable and less isolated in their struggles.
5. Reducing Stress and Practicing Mindfulness
Stress can trigger or worsen OCD symptoms, so it’s important for students to find ways to manage stress in school. Mindfulness techniques, like deep breathing exercises or meditation, can help calm the mind and reduce anxiety (Kabat-Zinn, 2003). These strategies help students stay grounded in the present moment, preventing them from becoming overwhelmed by obsessive thoughts.
For example, taking a few minutes to focus on breathing or doing a simple grounding exercise before an exam or stressful class can help reduce anxiety and improve focus. In fact, mindfulness has been shown to help students with OCD lower their overall stress levels and increase their ability to tolerate uncomfortable feelings without resorting to compulsions (Thompson & McDonald, 2019).
6. Seeking Support from Friends and Family
Having a strong support network is vital for managing OCD. Talking to friends or family members about OCD can help students feel less alone and more understood (Stewart et al., 2005). Supportive friends can remind students that they are not defined by their OCD and can provide encouragement when needed.
It’s also important for students to learn how to communicate their needs with their family members. Parents can play a big role in supporting students with OCD by offering reassurance, reducing stress at home, and helping them stick to routines (Baer, 2009). Encouraging open and honest communication within the family can help ease the burden of OCD and improve the student’s overall well-being.
7. Addressing Social Struggles and Building Confidence
OCD can sometimes make socializing in school challenging. The fear of being judged for compulsive behaviors or being “different” from others can lead to feelings of isolation. It’s important for students with OCD to find opportunities to practice social skills in safe, supportive environments. Participating in extracurricular activities, joining clubs, or talking to a trusted teacher or counselor can help build confidence and reduce the social anxiety that often accompanies OCD (Pinto et al., 2006).
Additionally, learning how to self-advocate and explain OCD to others in a way that fosters understanding and empathy can help students feel more comfortable in social settings (Hirschfield, 2014). This can be a gradual process, but over time, it can lead to stronger, more supportive relationships with classmates and teachers.
Conclusion
Dealing with OCD in school can feel overwhelming, but with the right tools, strategies, and support, students can thrive. Whether through therapy, building a routine, communicating openly with teachers, or practicing mindfulness, there are many ways to manage OCD while succeeding in school. It’s important to remember that OCD doesn’t define a student’s potential, and with understanding and patience from family, friends, and educators, students can work through their challenges and feel supported every step of the way.
Baer, L. (2009). Cognitive-behavioral therapy for obsessive-compulsive disorder. Psychiatric Clinics of North America, 32(3), 551-563. https://doi.org/10.1016/j.psc.2009.05.004
Foa, E. B., Huppert, J. D., & Leiberg, S. (2005). The anxiety disorders: Obsessive-compulsive disorder. Handbook of Anxiety and Fear, 503-540.
Harris, M. (2015). The benefits of creative hobbies for mental health. Journal of Health Psychology, 20(4), 496-503. https://doi.org/10.1177/1359105313511407
Hirschfield, R. (2014). Understanding obsessive-compulsive disorder (OCD). Journal of Clinical Psychiatry, 75(12), 1373-1380. https://doi.org/10.4088/JCP.13m08947
Kabat-Zinn, J. (2003). Full Catastrophe Living: Using the Wisdom of Your Body and Mind to Face Stress, Pain, and Illness. Delta.
Pinto, A., & Smits, J. A. J. (2006). OCD and social functioning: An empirical study of the social difficulties in obsessive-compulsive disorder. Journal of Anxiety Disorders, 20(2), 318-324. https://doi.org/10.1016/j.janxdis.2005.05.007
Steptoe, A., Deaton, A., & Stone, A. A. (2013). Subjective well-being, health, and aging. The Lancet, 380(9856), 1166-1172. https://doi.org/10.1016/S0140-6736(12)61489-0
Stewart, M., Wessely, S., & Marks, M. (2005). The impact of OCD on social relationships. Journal of Anxiety Disorders, 19(3), 282-292. https://doi.org/10.1016/j.janxdis.2004.03.006
Thompson, R., & McDonald, S. (2019). The impact of hobby participation on stress levels. Psychological Reports, 124(1), 150-165. https://doi.org/10.1177/0033294118785076
