Sometimes, learners experience things that seem strange or unusual. They might hear voices that others can’t or see things that aren’t there. They might become suspicious of others for no reason or have beliefs that don’t seem real. They might also act in ways that are hard to understand. These experiences can be frightening for both the learner and their educators. It’s important to remember that these problems are not the learner’s fault and that help is available. Early intervention and support can make a big difference in their lives. As an educator, recognising these signs and providing a supportive environment can help learners feel safe and understood.
What is typical?
It’s common for young learners to have active imaginations. They might have imaginary friends, talk to themselves, or believe in magical creatures. This is a normal part of development. As children grow, they learn to distinguish between fantasy and reality. Here’s what you might see:
- By age 3: Learners can usually recite the alphabet and sing an “alphabet song.”
- Between ages 3 and 4: Learners start to recognise letters and simple words.
- By age 5: Learners understand that imaginary things aren’t real and can distinguish between fantasy and reality.
- By age 10: Learners can differentiate between pretend scenarios and real-life situations, like in movies or games.
- By age 14: Learners begin to question beliefs and explore new ideas, which is a normal part of growing up.
When should I be concerned?
Sometimes, hearing or seeing things can be a sign of a bigger problem. If a learner starts believing things that aren’t true or acting in ways that seem strange, it might be a concern. These experiences can be confusing and scary, and they might make it hard for the learner to focus on school or interact with peers. Educators should be aware of these signs and provide support when needed.
Concerning signs might include:
- Hearing voices: The learner might hear voices that others don’t hear, as if someone is speaking to them when no one is around.
- Seeing things: The learner might see things that aren’t there, like shadows or figures that others can’t see.
- Strange beliefs: The learner might believe things that aren’t true, like having special powers or thinking someone is out to get them.
- Confusing thoughts: The learner’s thoughts might be mixed up or hard to understand, making it difficult to concentrate or communicate.
- Feeling controlled: The learner might feel like someone is controlling their thoughts or actions, which can be scary.
- Acting differently: The learner might act in ways that seem odd to others, like talking to themselves in public or behaving unusually.
What can I do to help?
As an educator, you can support learners who are experiencing these challenges by creating a safe and understanding environment. Here are some strategies you can use:
- Create a supportive classroom: Encourage open communication and let students know they can talk to you if they’re feeling confused or scared.
- Maintain a routine: Help learners stick to a regular schedule with consistent class times and activities to provide stability.
- Reduce stress: Incorporate relaxation techniques like deep breathing exercises or mindfulness activities into the classroom routine.
- Encourage healthy habits: Promote healthy eating, regular exercise, and adequate sleep among learners.
- Stay informed: Educate yourself about the signs of psychosis and how to support learners experiencing these symptoms.
- Foster connections: Encourage learners to build friendships and participate in group activities to reduce feelings of isolation.
- Monitor changes: Keep an eye on any changes in behaviour or academic performance and communicate with parents or guardians if needed.
Where to find more information
For detailed information on mental health conditions, visit our guides for health professionals.