School-Based Support for Children and Young People with Chronic Tic Disorders: A Scoping Review

Children and Young People (CYP) with chronic Tic Disorders (TD) are estimated to account for 3% of mainstream students worldwide. The school experiences of CYP with TD are often negative, ranging from TD-related learning difficulties, to unhelpful responses from teachers and victimisation from peers. TD have been associated with poor quality of life, impaired social-emotional development, and other adverse long-term outcomes. Therefore, creating inclusive school environments that are sensitive to the needs of CYP with TD is crucial. This study aimed to review existing empirical evidence relating to school-based support for CYP with TD. A scoping review and narrative synthesis of empirical evidence was carried out using literature identified through a comprehensive search of four databases (ProQuest, Embase, Scopus, ESBCO), and subsequent searches for grey literature and citation-chaining. Systematic screening resulted in a total of nine studies being included in the present review. Findings revealed a paucity of empirical evidence related to providing school-based support for CYP with TD. There was significant heterogeneity among included studies. Four thematic sub-groups were used to discuss key findings: Limited Knowledge and Experience of Teachers and School-Staff; Learning: Barriers, Accommodations, and Classroom Strategies; Enhancing Understanding and Empathy in Peers of CYP with TD; and Effective Systemic Communication. This review aims to provide a useful mapping of empirical evidence and digest of their respective key findings related to school-based support for CYP with TD. Implications of key findings for clinical practice and future research is discussed.