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Updated: Dec 10, 2025

Generating Acute and Chronic Experimental Models of Motor Tic Expression in Rats
Published on: May 27, 2021
Does it help to talk about tics? An evaluation of a classroom presentation about Tourette syndrome
Claire Nussey1, Nancy Pistrang2, Tara Murphy3
1Department of Neuropsychology, National Hospital for Neurology and Neurosurgery, Queen Square, WC1N 3BG.
Background:
Tourette syndrome (TS) is a poorly understood condition characterised by motor and vocal tics. It may affect children's social functioning at school. This study examined the impact of a psychoeducational intervention (classroom presentation) from multiple perspectives.
Method:
We used a mixed-methods, multiple case-study design with interviews, focus groups and self-report questionnaires. Four children with TS, their parents, teachers and classmates (n = 100) took part.
Results:
Questionnaire data showed an increase in classmates' knowledge and positive attitudes about TS postintervention. Qualitative data revealed two overarching themes: the impact on classmates in terms of enabling prosocial behaviours, and the impact on the child in terms of their embracing having TS.
Conclusion:
A brief psychoeducational intervention enhances knowledge and attitudes of classmates towards children with TS, and improves how children with TS feel about the condition. Further research is needed to evaluate this approach with larger samples of children and to identify mechanisms of change.
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