FND at school, college and university

What staff should know

• Symptoms are real and may not be visible all the time
• A student can look well and still be close to a crash
• Exams, corridors, noise and PE can all increase load
• Belief and a written plan reduce missed learning and anxiety

Adjustments to discuss

Evidence that helps

A short clinical letter describing functional impact (not only the diagnosis name), plus the student’s own description of bad-day needs, often works better than long medical jargon.

Safety

If episodes occur on site, staff need a simple first-aid and when-to-call-999 plan agreed with the family/student. See also the functional seizures leaflet if relevant.

Build a usable support plan

Agree a named contact, what happens during an episode, access to a quiet space and how the student returns to learning afterwards. Include the student’s preferences and relevant clinical advice. Decide what supply staff need to know while protecting privacy. Keep a copy accessible and review it after significant changes.

Arrange assessment support early

Talk to the school’s SENCO, equivalent support lead or college disability team well before exams. Access arrangements depend on evidence and the relevant awarding-body rules, rather than diagnosis alone. At university, contact disability services about study support and any eligible funding; processes differ across the UK.

Plan for attendance and transitions

Discuss missed learning, travel, practical lessons and movement between rooms. Any temporary timetable change should have a clear purpose and review. The Department for Education source below applies to England; ask the setting for the appropriate national guidance elsewhere. Plan handovers between schools, college or university with the student’s involvement.