In Part 1, Rosie and Kelly shared how morning routines, home strategies, and school accommodations shape their children’s back-to-school experiences with Tourette Syndrome. But school is about much more than academics and schedules; it’s also where friendships form and self-confidence grows. In Part 2, we look at how understanding, acceptance, and resilience play out in the classroom and beyond, and how parents, teachers, and peers can make a lasting difference in a child’s sense of belonging.
Fostering Understanding and Peer Support
Another big part of back-to-school for these families is helping classmates and teachers understand Tourette Syndrome, and by extension, helping their children feel accepted.
Rosie and Kelly both emphasize education and openness as the best antidote to misunderstanding or stigma.
“Honest, age-appropriate conversations make the biggest difference. When kids understand what tics are and that he can’t control them, they tend to accept them. Having a teacher who treats it matter-of-factly sets the tone. If the adults model acceptance, the kids usually follow.” – Rosie
Rosie’s family has found that an honest conversation at the beginning of the year works wonders. If her son feels comfortable, they even involve him in educating his peers. “We encourage my son to share his diagnosis with the class, provided he feels safe and comfortable doing so,” Rosie told us. By demystifying tics early on, it “helps classmates understand what tics are and why they happen, and that it’s not something he can control”.
She has seen how a teacher’s attitude can “set the tone”: “Having a teacher who treats it matter-of-factly sets the tone. If the adults model acceptance, the kids usually follow,” Rosie shared.
In other words, when a teacher reacts to a tic as no big deal, just another part of the child, the students take their cue and move on as well. By normalizing TS, Rosie’s son’s tics “just become another part of who he is” in the classroom, nothing scary or funny, just part of his unique self.
Kelly agrees that openness is important, and she has developed her own way of explaining TS to others. “I use analogies for many of my discussions,” she said, describing how relatable examples can make an unfamiliar condition easier to grasp. For instance, comparing a tic to a sneeze or an itch can help kids understand that these actions are involuntary and irresistible.
Kelly also focuses on teaching acceptance even when full understanding isn’t possible.
Sometimes other students (or adults) may not fully get why her son has certain tics or behaviours, and that’s okay. “Understanding is not always needed,” she said. “I am his mother, and I often don’t understand his tics or his other symptoms, but it does not change the course of how I parent him or treat him.”
Her point to others is that you don’t have to understand every detail of Tourette Syndrome to be kind and supportive. Empathy and acceptance go further than analysis. If classmates treat her son with the same respect as anyone else, even without grasping the neurology behind tics, that’s a win.
Both moms have seen positive outcomes when schools and peers make an effort to include their children. Rosie remembers a particularly heartwarming gesture by one teacher that made her son feel truly seen. “My son’s grade three teacher recognized Tourette Syndrome Awareness Day and celebrated my son in class,” Rosie recalled. “He was so happy and excited when he came home. I think it made him feel welcome and recognized.”
A simple classroom acknowledgment of Tourette Awareness Day not only educated the other kids but also boosted her son’s confidence and sense of belonging. Kelly’s son hasn’t experienced a moment like that yet, but she remains optimistic.
When asked if the school had ever gone above and beyond to support her son, Kelly said, “Not yet – but we remain hopeful.” This hopeful outlook speaks to the importance of continued advocacy; even if special celebrations or visible support haven’t happened so far, the possibility is never off the table. In the meantime, everyday acts of understanding: a classmate choosing not to tease, a teacher privately checking in with a student, a school counsellor providing a safe space, all contribute to a culture of acceptance.
Rosie and Kelly’s stories remind us that collaboration and openness can transform the school experience for children with Tourette Syndrome. From IEPs and communication strategies to small but meaningful gestures of acceptance, these moments help children feel seen and supported.
Resilience and Proud Moments
Amid the challenges of tic-filled days and advocacy, Rosie and Kelly are quick to point out that their children’s resilience and growth are what truly define each school year.
Both shared proud mom moments that highlight just how courageous and compassionate kids with TS can be.
For Rosie, a standout memory came when her son turned a difficult situation into a teaching moment for his peers. “In an earlier grade, my son saw that another classmate was having a rough day,” Rosie recounted. Sensing that the other child was struggling, her son volunteered something deeply personal: “He opened up and shared with the class that he experiences tics and has rough days, too.”
By bravely talking about his TS in front of everyone, he helped “make the other classmate feel better,” letting them know they weren’t alone in facing challenges. Rosie later received a note from the teacher about this incident, saying how amazing it was to see her son be so open and confident about his differences. It was a moment of pride, not just because he showed kindness to a friend, but because he owned his story and turned it into something positive in the classroom.
“Literally, getting up and going to school almost every single day. He is picked on incessantly and struggles socially and in certain classes. The fact that 80% of the time he went to school with the hope that today would be better is enough to fill me with pride.” – Kelly
Kelly’s proudest moments are quieter but just as powerful. For her, every single day her son heads off to school is a triumph in itself. “Literally, getting up and going to school almost every single day” is what fills Kelly with pride.
She shared that her son is “picked on incessantly and struggles socially and in certain classes,” so simply walking through those school doors requires immense courage. “The fact that 80% of the time he went to school with the hope that today would be better is enough to fill me with pride,” Kelly said.
Despite facing bullying and frustration, her son refuses to give up hope that things can improve. That perseverance, the choice to keep trying in the face of adversity, is a victory that might not get a certificate or applause at school, but means the world to a parent. It’s a reminder that success for children with TS isn’t always about grades or trophies; sometimes it’s about bravery, endurance, and optimism.
Through honest conversations, supportive teachers, and small acts of kindness, Rosie and Kelly show us how children with Tourette Syndrome can be embraced and celebrated at school.
Their stories remind us that resilience comes in many forms, from a brave classroom share to the simple courage of showing up each day. In Part 3, we’ll dive deeper into advocacy, advice, and the practical lessons Rosie and Kelly want every parent and educator to carry with them.
