What Educators Need to Understand About FND First

Functional neurological disorder affects how the brain's networks communicate with the body. A student with FND may experience shaking, weakness, difficulty walking, speech changes, functional seizures, altered awareness, or other neurological symptoms.

These symptoms are real. The student is not faking, manipulating, or choosing not to participate.

FND symptoms can also change from one moment to the next. A student might walk into school fine in the morning and struggle to walk later. That variability is a well-known feature of pediatric FND — not evidence that someone is making things up.

Once a student has been medically evaluated and the school understands their FND symptoms, every episode does not require an emergency medical response. That distinction matters enormously.

Five Common School Responses That Backfire

1. Automatically calling 911 every time. If a student is injured or the situation meets emergency criteria, of course call for help. But repeated emergency calls for known FND symptoms increase fear and disruption. They send an invisible message to the student's nervous system: every episode is dangerous.

2. Automatically sending the student home. Symptoms don't always mean the student can no longer participate. When every episode ends with dismissal, the student loses school time — and returning the next day becomes even harder. The first question after an episode should be: what is the next manageable step back into the school day?

3. Treating every episode like a medical crisis. Alarms, crowds, repeated questioning, and intense attention can turn a manageable episode into a major school event. A helpful response is calm, brief, and familiar: "You're having an episode. You're safe. We know what to do. Let's follow your plan."

4. Clearing the entire classroom. There are times when moving other students is necessary for safety. But as an automatic response, it draws more attention, frightens classmates, and can leave the student feeling embarrassed or believing they're dangerous.

5. Building the entire response around liability alone. Safety matters — but trying to eliminate every possible risk can lead to unnecessary restrictions or excluding the student from school entirely. The better question isn't "How do we make sure this student never has symptoms on campus?" It's "How do we keep this student appropriately safe while helping them remain on campus and participate?"

The Plan Must Include the Student and Family

Families can explain what the student's FND symptoms look like, what the medical team has recommended, and what helps or makes things worse. The student can share what feels reassuring, what feels unhelpful, and what helps them return to class.

School staff see the student during classes, transitions, lunch, PE, and peer interactions. Everyone holds a different piece of the picture. The plan works best when those pieces are brought together.

What Schools Should Do Instead

Step 1: Educate. Staff working directly with the student should understand that FND symptoms are real and involuntary, that symptoms may fluctuate, and that FND is a treatable and solvable situation. Schools aren't expected to diagnose or treat FND — that's the medical team's role.

Step 2: Create a practical FND adjustment plan. An IEP or Section 504 plan may eventually be helpful, but formal processes take time. Schools need a practical plan for what to do if symptoms happen tomorrow morning. This adjustment plan should answer: What do the student's symptoms look like? What should staff do first? Where can the student go for a brief reset? What strategies has the student practiced? When should the family be contacted? And when will the team review and adjust the plan? Unlike a medical plan for a stable condition, FND fluctuates — so the plan needs regular review.

Step 3: Respond calmly when an episode happens. Reduce unnecessary attention. Follow the plan. Use brief, reassuring language. Give the student a chance to use the strategies they've been practicing. Then help them return to an appropriate part of the school day.

What the Research Supports

A 2024 article on supporting children and adolescents with FND in schools emphasized continuing school participation, collaborating with school teams, using individualized plans, and planning for school reintegration. A broader 2022 review of pediatric FND treatment found that treatment programs commonly address daily functioning and school-related factors.

One school adjustment won't cure FND. But school is part of a student's recovery environment. Recovery doesn't only happen in a doctor's office — it also happens when a student learns they can experience symptoms, use a plan, and get back to their life.

What Success Actually Looks Like

Success doesn't mean zero symptoms at school. What we often see is that success looks more like fewer unnecessary medical calls, the student remaining at school after an episode, less time out of class, faster return to activities, and more independence.

A difficult episode doesn't automatically mean the plan failed. The better question is: Did we keep the student safe, follow the plan, and help them take the next step back toward participation?

Educators are not expected to become FND specialists. But learning the basics, listening to the student and family, and following one consistent plan can make a huge difference.

If you're a parent looking for a structured approach to help your teen move through FND recovery — including guidance for building a school plan — visit teenfndacademy.com to learn more about how the program supports families.

References

• Borner, K., & Laptook, R. (2024). Supporting children and adolescents with functional Neurological Disorder in the school setting. Rhode Island Medical Journal (2013), 107(11), 29–33.

• Vassilopoulos, A., Mohammad, S. S., Dure, L., Kozlowska, K., & Fobian, A. D. (2022). Treatment approaches for functional neurological disorders in children. Current Treatment Options in Neurology, 24, 77–97. View study