Feeling great, very energetic, or in a very good mood more than usual

Feeling great, very energetic, or in a very good mood more than usual can be a sign of something called mania. This is part of a condition known as bipolar disorder, which involves extreme mood changes. Students with bipolar disorder may have periods of high energy and happiness, known as mania, and other times when they feel very sad or tired, known as depression.

During manic episodes, students might act impulsively, take risks, or have trouble focusing. These mood changes are not due to a lack of effort or poor behavior but are linked to how the brain works. It is important for the educator to realize that the student is not “doing it on purpose” or “wanting to attract attention.” In the classroom, these mood swings can make it hard for students to concentrate, complete tasks, or interact with peers. Understanding this dynamic is essential to differentiate occasional behavior from a pattern that requires professional attention.

What is typical?

Feeling happy and energetic is a normal part of growing up. Students often experience changes in their mood based on what’s happening around them. These feelings usually come and go and are related to events like playing with friends or doing well in school. Here’s what you might expect to see at different ages:

• By age 5: Students may have short bursts of energy and excitement, such as running around the room, laughing loudly, or quickly switching activities, often related to playtime or special events.
• Between ages 6 and 8: Students start to understand their emotions better but might still have trouble controlling them and can get quite excited about small new things.
• By ages 9 and 11: Students experience more complex emotions and may have moments of high energy and calmer periods, especially related to school and friendships.
• By ages 12 and 14: Mood swings might become more intense due to changes during puberty, but they are usually short-lived, manageable, and linked to everyday experiences.
• From age 14 onwards: Mood can fluctuate significantly, with moments of excitement about friendships and achievements, alternating with periods of withdrawal or fatigue.

These feelings are a normal part of growing up and generally do not significantly interfere with relationships or classroom participation.

When should I be concerned?

While mood changes are common, there are times when feeling great and energetic can become a concern. This happens when the excitement is no longer proportional to the situation and begins to create risks or problems. If a student starts showing extreme changes in mood or behavior, it might be a sign of something more serious. Here are some signs to watch for:

• Extreme changes in personality: The student might seem like a different person during these periods.
• Very high moods (mania): The student might be extremely happy, energetic, talkative, and impulsive. They may have trouble sleeping or seem not to need rest, arriving at school very active. They may speak or act too quickly, change subjects frequently, or constantly interrupt others. They may also have grandiose ideas. In severe cases, they may lose touch with reality (psychosis).
• Risky behavior: The student might do things without thinking, take more risks than usual, or engage in dangerous behavior toward themselves or others.
• Rapid changes between highs and lows: The student might switch quickly from feeling very happy to feeling sad or angry.
• Mixed episodes: The student might experience symptoms of both mania and depression at the same time, such as feeling sad but also having racing thoughts and agitation.
• Mood swings that interfere with daily life: The student’s mood swings may make it hard for them to do well in school, get along with others, or take care of themselves. Agitation may interfere with learning, relationships, or completing basic school tasks.

It is also helpful to observe the context in which these signs appear, such as during times of stress due to exams or family problems.

What can I do to help?

As an educator, you can support students experiencing these challenges by creating a stable and understanding environment. Here are some strategies you can use:

1. Create a consistent routine: Regular schedules for class activities can help students feel more secure and balanced.
2. Include breaks and transition activities: Brief moments to move, breathe, or rearrange materials can help high-energy students self-regulate.
3. Provide a safe and supportive space: Make sure students feel comfortable talking about their feelings without judgment. Phrases like, “You seem really excited today. Want to tell me what happened?” can help establish a connection.
4. Teach coping skills: Help students identify their feelings and learn healthy ways to manage them, such as using a quiet corner, writing, drawing, or breathing deeply.
5. Reinforce desired behaviors: Praise attitudes like listening, waiting their turn, or respecting others’ space to help reinforce self-regulation.
6. Provide challenging and structured assignments: High-energy students often respond well to practical, creative, and well-defined activities.
7. Channel enthusiasm: Guide their energy into creative or collaborative activities, but set clear limits to avoid overindulgence.
8. Communicate with caregivers: If behavior changes are frequent and interfere with school routines, share your observations with the family in a respectful and collaborative manner.

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.