Feeling suspicious of others, having strange thoughts or feeling like hearing voices or seeing people no one else could see

Sometimes, students 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 student and their educators. These signs don’t indicate laziness, rebellion, or “overreaction,” but rather changes in the way the brain processes information. It’s important to remember that these problems are not the student’s fault and that help is available. Early intervention and support can make a big difference in their lives. As an educator, recognizing these signs and providing a supportive environment can help students feel safe and understood.

What is typical?

It’s common for young students 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 typically see:

• By age 3: Students can usually recite the alphabet and sing an “alphabet song.” They can have imaginary friends and create scenarios.
• Between ages 3 and 4: Students start to recognize letters and simple words. They may also have imaginary friends and create scenarios.
• By age 5: Students understand that imaginary things aren’t real and can distinguish between fantasy and reality.
• By age 10: Students can differentiate between pretend scenarios and real-life situations, like in movies or games.
• By age 14: Students 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 student starts believing things that aren’t true or acting in ways that seem strange, it might be a concern. When these experiences are frequent, cause distress, or disrupt school life, they can be a sign of a larger problem. These experiences can be confusing and scary, and they might make it hard for the student 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 student might hear voices that others don’t hear, as if someone is speaking to them when no one is around.
• Seeing things: The student might see things that aren’t there, like shadows or figures that others can’t see.
• Strange beliefs: The student might believe things that aren’t true, like having special powers or thinking someone is out to get them.
• Confusing thoughts: The student’s thoughts might be mixed up or hard to understand, making it difficult to concentrate or communicate.
• Feeling controlled: The student might feel like someone is controlling their thoughts or actions, which can be scary.
• Acting differently: The student might act in ways that seem odd to others, like talking to themselves in public or behaving unusually.

Educators must distinguish between imagination and experiences that cause distress or compromise performance. Observing the patterns, frequency, and intensity of these experiences is essential. Students with these perceptions may feel misunderstood, ridiculed, or threatened, making the school environment more challenging for them. The earlier the signs are identified, the more effective the preventive and treatment measures will be. Ignoring the signs can worsen suffering and harm academic and emotional development.

What can I do to help?

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

1. Reinforce and validate: Let the student know that you believe them and that you can help them. Don’t minimize the situation, because for them, what they’re seeing, hearing, or feeling is real.
2. Create a supportive classroom: Encourage open communication and let students know they can talk to you if they’re feeling confused or scared.
3. Maintain a routine: Help students stick to a regular schedule with consistent class times and activities to provide stability.
4. Reduce stress: Incorporate relaxation techniques like deep breathing exercises or mindfulness activities into the classroom routine.
5. Encourage healthy habits: Promote healthy eating, regular exercise, and adequate sleep among students.
6. Stay informed: Educate yourself about the signs of psychosis and how to support students experiencing these symptoms.
7. Foster connections: Encourage students to build friendships and participate in group activities to reduce feelings of isolation.
8. Monitor changes: Keep an eye on any changes in behavior or academic performance.
9. Communicate with caregivers: Inform the family about your observations and concerns. Maintain respectful communication, remembering that caregivers and the school can work together to support the student.
10. Activate the school support network: Talk to the school counselor, nurse, psychologist, or principal. Working as a team helps define next steps and ensures the student receives the necessary support.

Remember: your role as an educator involves guiding the family on how they can deal with this difficulty, and creating a school environment that is safe for the student.

What kind of professional support can I seek out?

As an educator, you can help by guiding families to the right support. Suggest that they start by talking to the adolescent’s pediatricianor family doctor. These professionals can guide them through the first steps and, if necessary, refer them to a mental health specialist, such as a psychologistor psychiatrist.

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.

Remember that educational counselorsand school psychologistsare also important allies. When making a referral, always do so with sensitivity and responsibility. The goal is to ensure the student has the safe, professional support they need to restore their well-being and return to a healthy school routine.