Predictable and consistent daily routines are ideal for recovering students - the idea of one room, one teacher, might be explored with appropriate students. Gradual or partial re-integration is usually recommended rather than returning with a full academic load. Medication and treatment non-adherence difficulties are often timed around school and holiday transitions. Some students will struggle with learning in two languages after recovery despite excelling previously in bilingual education. Careful evaluation of student ability to continue in a demanding bilingual program will ensure that possible pressure to please parents or teachers does not sabotage the total academic program.
Students have a strong desire to return to community schooling.
This is complicated by worry of ostracism or harassment by peers. These concerns should be raised proactively by parents, therapists, and school staff. Instances of bullying or ridicule about psychiatric hospitalization or diagnosis should be dealt with swiftly and seriously in a manner consistent with racial or sexual harassment. Mental health units should be taught in the upper grades in the context of regular biology or health courses. It is important to begin to demystify these illnesses to the general public and to peers of recovering students rather than solely directing this information to educators, service providers and other helpers.