Doing things over and over such as checking doors, arranging things, or cleaning

Ritualistic behaviorsmean doing things over and over, sometimes in a certain pattern. For example, a student checking a door many times to make sure it is locked. In many cases, the student feels the need to perform these actions to calm down or prevent something bad from happening. Even if the behaviors seem strange to others, they usually make sense to the student at that moment.

Repetitive movementsare actions a student does again and again. These can be simple movements like blinking their eyes or twitching their fingers, or more complex movements like bending or touching objects. For some students, these repetitions help them cope with anxiety, tension, or troublesome thoughts.

These behaviors often worsen in situations of anxiety or stress, which are common in school environments, especially during tests or presentations.

What is typical?

Students like routines because they feel safe and predictable. In school, teachers set up routines for activities and cleanup. Older students follow a schedule for their classes. When a young student has to change their routine, they might feel stress.

Routines are things that need to be done, like lining up for recess. Rituals have a purpose and can make people feel good. Many students have rituals to deal with fears and anxiety. Younger students might have rituals to deal with fears like being away from their parents. Older students might have rituals for fears like getting sick or causing harm.

Some repetitive behaviors, routines, and rituals are normal. Young students might replay experiences during play. Older students may have specific habits before important activities, such as presentations or competitions. Athletes sometimes have rituals before competing. These are typical as long as they do not interfere with learning, social life, or cause suffering to the student.

When should I be concerned?

You should be concerned if a student cannot stop their behaviors or if these behaviors affect their life or other people’s lives. It is worth paying attention when the behavior:

• Happens many times a day and seems out of context.
• Interferes with learning, sleep, or socializing with peers.
• Causes visible suffering or anxiety when the action cannot be done.
• Causes the student to avoid places, activities, or people.

Concerning repetitive movements:

• Blinking a lot
• Clearing your throat often
• Body twitches
• Touching, hitting, or lining up objects repeatedly
• Shoulder shrugging
• Facial grimacing
• Sniffing a lot or sniffing objects repeatedly
• Making sounds or words repeatedly without a clear reason

Concerning rituals:

• Washing or cleaning things, themselves, or others over and over or in a very specific way
• Not wanting to touch or be close to certain things or people for fear of getting sick or dirty
• Checking things like locks, doors, or belongings over and over
• Asking for reassurance from parents, teachers, or other trusted people over and over
• Straightening, lining up, counting, or touching things over and over
• Checking or asking over and over if they caused something bad like a fire or car accident
• Asking others to be with them to make sure they do not harm themselves or others
• Going back over and over a conversation or an action in their mind to make sure they did not do anything wrong
• Repeating certain phrases, prayers, or actions until things feel ‘right’
• Spending more than an hour a day doing these repetitive actions
• Avoiding things, places, or people because of these actions
• Trying to stop doing these repetitive actions but being unable to

It is important for educators to understand that students do not perform these behaviors of their own free will. Scolding or ridiculing them can make the problem worse. Recognition and understanding from the school are essential.

What can I do to help?

Educators can help students with these behaviors in the school environment. Here’s how:

1. Open communication: Talk to the student in a supportive and non-judgmental way. Gently ask what’s going on and how they are feeling. Show that you’re available and avoid interrupting or dismissing their concerns.
2. Provide reassurance and support: Let the student know you’ve noticed their behaviors and are there to help. Create a safe and understanding classroom environment where the student feels comfortable.
3. Avoid reinforcing behaviors: Do not encourage or joke about repetitive actions. Instead, maintain a respectful and predictable attitude.
4. Inform caregivers: Share your observations with the student’s caregivers carefully and collaboratively, as they may also be noticing similar behaviors at home.
5. Collaborate with school support staff: Consult with the school counselor, psychologist, or social worker for guidance and resources. They can help assess the situation and determine if further evaluation or intervention is needed.

A welcoming, non-judgmental environment contributes to a child’s well-being and development.

What kind of professional support can I seek out?

As an educator, you can guide families to seek an evaluation from a professional, such as a psychologistwho works with children and adolescents. If needed, a child psychiatristmay also be recommended.

You can also inform families about free support available through the Unified Health System (SUS). Care often begins at the nearest Basic Health Unit (UBS), which can refer them to specialized services. These may include Child and Adolescent Psychosocial Care Centers (CAPS i), Medical and Psychosocial Specialty Centers, and outpatient clinics at university or regional hospitals.

Your guidance can be a crucial first step in helping a student and their family find the support they need.