**Our fourth in our series from guest blogger Chelsea Weidmann on neurodivergent kids in ballet. Be sure to check out her new book, Artistry Inside Ballet Technique**

I am thrilled to be back writing for the Ballet Help Desk. When they asked me to consider writing a post on teaching students with Tourette’s Syndrome, my first thought was, “ooh, I’ve never taught a student with Tourette’s before” but I’ve looked into the statistics and I probably have. Estimates range from 1 in 100 to 1 in 160, so if you have a ballet student with TS they probably are the only student in their class with the disorder but they might not be the only dancer in their school with it.

There are two key takeaways that your child’s teacher needs to know:

Tourette Syndrome tics are involuntary. The media is always prone to showing extreme examples, but most people with TS have smaller tics like blinking, shrugging, or clearing their throat. These appear as small, voluntary movements and if the teacher doesn’t understand that Tourette’s is a neurological condition they might say “just stop doing that.” Even though the actions are something that most people can “just stop,” expecting someone with Tourette’s to stop is like asking someone to control their hiccups. They might be successful in the very short term, but it’s not realistic.

Tourette Syndrome tics are inconsistent. For some people the tics get more severe as the day goes on, so a student’s behavior in a Saturday morning class might be completely different from their behavior in a Wednesday evening class. Sometimes people find that their tics subside when they are engrossed in an activity that they love, but that isn’t true for everyone. A person can be 100% focused in class and absolutely loving what they’re doing and still have involuntary tics. And for some people there is no discernible pattern about when tics are milder or more severe. Every day can be different. In the high-discipline world of ballet, this inconsistency can be misunderstood as “well, he’s just trying harder today,” but that’s not accurate. TS is a very unpredictable neurological condition.

So, you have these two important facts to tell your child’s teacher (and, given that symptoms are often strongest during the teen years, your dancer may be part of the conversation as well). How can you approach your child’s ballet teacher and structure the conversation in a way that will be productive? 

Let your teacher know what to expect, as best you can, without downplaying the inconsistency that is part of the disorder.

What are your dancer’s most common tics? For example, if they often clench and unclench your fists, it’s very helpful for the teacher to know this so they don’t misinterpret this as a sign of aggression. 

Is there a pattern to what triggers or increases tics? Fatigue from a long day, anxiety, and excitement are all common triggers and your dancer may have others. 

The teacher might suggest that your dancer leave the studio until their tics stop. Think through this in advance with your child. Some people appreciate the space and privacy, but a lot of people feel like they are being punished. If that’s your child, advocate for them. This would be an opportunity to remind the teacher that Tourette’s is a diagnosed neurological condition—not misbehavior—and that the tics are involuntary. (I use the word “remind” here to be gentle but if I was the mom in the situation I’d probably push pretty hard. Involuntary is involuntary, not just inconvenient.)

Do you find that your dancer’s tics are suggestible? This isn’t the case for everyone, but sometimes when a person mentions a tic, the person with TS gets triggered. For example, if one of your child’s tics is to quietly chirp like a bird, it might be very unhelpful for a teacher to mention their lack of chirping that day.

One of the best strategies a teacher can use to support a dancer with Tourette Syndrome is planned ignorance. 99.99% of Tourette’s tics are harmless; they are just behaviors most people aren’t used to ignoring. When teachers know in advance that the tics are involuntary and not a sign of disrespect, disengagement, intentional distraction, etc., they can plan to ignore the tic while still giving their attention to your dancer. Class continues as usual, which is the best outcome for everyone.

Chelsea Weidmann is a ballet teacher and parent of a neurodivergent child. She is passionate about ensuring that ALL children have access to quality dance education. Learn more on her website.