Bi-Polar Disorder
By Christine Lussick, Meritxell Garcia & Mitchell John
What is it?
A chronic or episodic mental disorder distinguished
by excessive emotional and behavioural extremes
that are persistent for periods of time. Typically
diagnosed in adolescence to early 20s, it can still
be diagnosed early or late in an individual’s life.
Most people would simply define this disorder as
an individual randomly being ‘hot/cold’ but this is
merely a misconception. There are a variety of
periods where the individual functions with
excessive energy/symptoms under differing
circumstances (Association, 2013).
Further Definitions
Manic Episode: A period of persistent high goaldirected activity or energy lasting at least 1 week.
Delusions and hallucinations can be characteristic
of a manic episode. Often results in hospitilisation.
Hypomanic Episode: A period of persistent high
activity or energy lasting at least 4 consecutive
days. This episode is not severe enough to cause
marked impairment in occupational functioning.
Major Depressive Episode: A distinct period of
time lasting within the 2-week frame of an
individual undergoing a manic or hypomanic
episode. During an MDE, symptoms for a
depressed mood or loss of interest are present.
Types of Bi-Polar
Bi-Polar I Disorder: Must present at least 3
symptoms of Bi-Polar disorder, and have at least
1 manic episode resulting in hospitilisation
Bi-Polar II Disorder: A milder version that is
similar to Bi-Polar I Disorder but for a diagnosis,
the individual must experience a hypomanic
episode.
Symptoms
Typical traits found in manic and
hypomanic episodes can be:
- A large or high ego
- More chatty in social environments
- Spontaneous or continuous series of ideas
- Unrestrained participation in tasks with
damaging
consequences
such
as
shopping sprees, sexual indiscretions or
reckless sporting
Typical traits found in a major depressive
episode can be:
- A depressed mood (sad, empty or
hopeless)
- A noticeable lack of interest in
activities/tasks
- Fatigue or loss of energy
- Feelings of worthlessness or improper
guilt.
Why it matters
Bi-polar Disorder (BD) is a neurobiological disorder with cycling periods of mania and depression. As a
Result suicide attempts are exceeding common, with one study identifying that between 30-35% of
participants had attempted suicide at least once, with Bi-Polar subtype having no impact (Novick,
Swartz, & Frank, 2010). BD is classified as one of the most hereditary mental illness, and similarities
of mood or behaviour disorders are often found within families (Grier, Wilkins, & Pender, 2007).
Every individual student with BD has a unique symptom pattern, and it is therefore important to realise
and understand the patterns in a student’s behaviour to be able to predict when a disruption can occur in
the classroom. Students may often act in a manner that can appear irrational, and be unwilling to discuss
their behaviour or actions. This is not an uncommon phenomenon, with studies showing that many adults
react in a similar manner due to the discrimination that many receive because of their mental health issues
(Lasalvia et al., 2013). As teachers, we should be fostering an environment within schools that promotes
respect, tolerance and compassion. We should be aware of student behaviours within our classrooms and
encourage students to participate to the fullest. Many people suffering from BD report avoiding situations
or refusing participation in fear of triggering an episodic response (Edge et al., 2013) so it is vital that
teachers are aware of this disorder and its impacts, so the students can feel safe and engage with learning
to the fullest extent possible.
Helpful Strategies:
Within the school:
In the classroom:
● Communication is key. Ensure that
● Create a seating plan. This provides
there is a representative in the school
routine within the classroom, and allows
who can have regular communication
students to be paired who will promote
with the students family. This ensure
cooperation within the classroom.
both school and family can stay on-top
● Make all learning materials available
of any issues that might arise, as well
online. If a student has to miss class or
as keep the school up to date with any
are having a bad day and are unfocused,
healthcare issues that they would
they will be able to make up work in their
need to know.
own time.
● Create a ‘safe space’ within the
● Make allowances for the student to take
school. This can be a place where
time out of class. Students will
students can go for some privacy to
occasionally need to take time out to go
destress if they feel that things are
and take medications, or just to have
becoming a bit too overwhelming. In
some time to regulate their emotions. Let
this same vein, students can be
them know that accommodations have
allocated a mentor or ‘safe person’
been made so that they can take this time
who they trust to talk to if necessary.
when necessary.
Ideally this person will be a school
● Stress can be a trigger for a students
councillor, or someone who can be
mental health to relapse. Try to reduce
readily available to help if necessary.
homework or assessment loads to
●
Run a mental health workshop for all
mitigate this stress. In addition, make
students within the school. This can
special considerations for assessment
not only provide help for other
times (provide a teaching assistant or
students that may need it but can
allow extra time etc.)
facilitate conversations and help
● Embrace the diversity. Some of the side
students learn how to talk to someone
effects of mania or hypomania are
who may have a mental illness. One
excessive energy or creativity. Try to
useful website is
incorporate this into lesson plans by
https://www.mycompass.org.au/
creating classes that are more active or
encourage independent thinking so that
students can demonstrate their positive
attributes.
Useful Resources:
Association, A. P. (2013). Diagnostic and statistical manual of mental disorders. BMC Med, 17, 133-137.
Edge, M. D., Miller, C. J., Muhtadie, L., Johnson, S. L., Carver, C. S., Marquinez, N., & Gotlib, I. H. (2013). People
with bipolar I disorder report avoiding rewarding activities and dampening positive emotion. Journal of
Affective Disorders, 146(3), 407-413.
Grier, J. E. C., Wilkins, M. L., & Pender, C. A. S. (2007). Bipolar disorder: Educational implications for secondary
students. Principal Leadership, 12-15.
Lasalvia, A., Zoppei, S., Van Bortel, T., Bonetto, C., Cristofalo, D., Wahlbeck, K., . . . Reneses, B. (2013). Global
pattern of experienced and anticipated discrimination reported by people with major depressive disorder: a
cross-sectional survey. The Lancet, 381(9860), 55-62.
Novick, D. M., Swartz, H. A., & Frank, E. (2010). Suicide attempts in bipolar I and bipolar II disorder: a review and
meta‐analysis of the evidence. Bipolar disorders, 12(1), 1-9.
Bipolar disorder. (2014). Retrieved August 2019, from Harvard Health Publishing website:
https://www.health.harvard.edu/mental-health/bipolar-disorder
Child and Adolescent Bipolar Foundation (2008) Educating the child with Bipolar disorder. Retrieved August
2019 from https://www.dbsalliance.org/pdfs/BMPN/edbrochure.pdf