Having thoughts, images, or urges that one cannot stop thinking about

There are times when students or teens cannot stop thinking about a certain idea. Often, it’s something they like, like a favorite TV show or video game. These intense interests are common and usually pass over time.

But sometimes, they think about things they do not like or things that worry them. These thoughts can be bothersome, causing discomfort or anxiety. Even when trying to stop, students may feel these thoughts are uncontrollable. In some cases, students avoid talking about these feelings out of embarrassment or a lack of understanding. Therefore, it’s important for educators to recognize when a student’s thoughts are no longer part of a typical interest and begin to cause distress or affect daily life.

What is typical?

Students and teens often get stuck on things they enjoy. It’s also natural for students to have strange or worrying thoughts from time to time. These thoughts usually come and go without causing distress. For example:

• A 3-year-old might keep thinking about a favorite stuffed toy.
• A group of 5-year-olds might want to hear the same song or watch the same video over and over.
• An 8-year-old might talk non-stop about a card game and know all the characters.
• Teens might talk a lot about their favorite singers and know details about their lives.

These kinds of obsessions are normal. They usually do not last long and do not cause problems with daily life. Similarly, it’s natural for a student to check whether they’ve done their homework correctly. What’s not expected is for them to spend long minutes reviewing the same passage for fear of making a mistake or believing something bad might happen if they don’t.

When should I be concerned?

If a student cannot stop thinking about something that worries them, it might be a problem. These thoughts can make them feel upset and can interfere with school, activities, or friendships. As an educator, it’s not always possible to know exactly what a student is thinking, but you can notice signs in their behavior. It is worth paying attention when a student:

• Seems unable to stop thinking about something that is bothering them.
• Feels distressed or insecure because of these thoughts.
• Begins to avoid activities, experiences a decline in performance, or has difficulty concentrating.

Examples of Worrisome Thoughts and Behaviors:

• Counting in their head or counting objects to a specific number
• Repeating words in their head until they feel right
• Making and reviewing mental lists
• Replaying past interactions to make sure they did not offend anyone
• Worrying a lot about something bad happening
• Frequently worrying about germs or dirt
• Asking repeatedly for reassurance about their worries from teachers or peers
• Appearing distracted, agitated, withdrawn, or showing signs of increased anxiety

What can I do to help?

If you see these behaviors often or if they cause distress, here are some steps to help:

1. Talk and listen with empathy.Ask simple questions to understand the student’s thoughts and worries. Provide a safe and non-judgmental space for them to share. Even if the thoughts seem strange, listen and avoid minimizing what the student is feeling.
2. Be supportive.Let the student know you care and are there to help. A welcoming attitude builds trust.
3. Avoid reinforcing the thoughts.While it may seem helpful, do not offer repeated reassurances. Constantly confirming that “everything is fine” can keep the worry going in the long run.
4. Help redirect attention.Suggesting a different activity, a brief break, or a mild distraction can help relieve the immediate discomfort.
5. Encourage coping strategies.Help the student learn to use tools like deep breathing, counting to 10, or using a support object to calm down.
6. Avoid punishment.These thoughts and behaviors are unintentional. Punishing them can lead to further shame or isolation.
7. Inform caregivers.Share your concerns with the student’s family carefully and collaboratively so they can provide support at home.
8. Consult with school support staff.Seek guidance from the school counselor, psychologist, or social worker. If your school doesn’t have these professionals, find another trusted adult on staff, like the principal.
9. Provide accommodations.Offer extra time for assignments or allow the use of technology to reduce anxiety.
10. Create a structured and predictable environment.A consistent routine can help reduce anxiety and obsessive thoughts.

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.