Navigating school can be challenging for any student, but for those living with Obsessive-Compulsive Disorder (OCD), the academic environment often presents unique hurdles. From managing intrusive thoughts during class to handling compulsions in social settings, students with OCD may feel overwhelmed, isolated, or misunderstood. These challenges can impact not only academic performance but also emotional well-being and peer relationships. The good news? With the right tools, support systems, and coping strategies in place, students with OCD can thrive in school.
At Anchor Therapy, we work closely with students, parents, and educators to create supportive environments that reduce anxiety and encourage healthy coping. In this blog, we will explore practical strategies for managing OCD symptoms throughout the school day, from preparing in the morning to handling difficult moments in the classroom. Whether you are a student, parent, or school professional, these tools can help build resilience, foster independence, and promote success both inside and outside the classroom.
Anchor Therapy is a counseling center in Hoboken, NJ with mental health therapists specialized in helping children, teens, adults, couples, and families with anxiety, depression, relationship issues, trauma, life transitions, and more. Anchor Therapy is accepting new clients and is now providing in-person sessions and teletherapy sessions to residents of New Jersey, New York, and Florida.
How to deal with OCD at school
For students living with OCD, the school environment can be especially challenging. The structure of the school day, social pressures, and academic demands often make it harder to manage intrusive thoughts or compulsive behaviors. Whether it is the urge to re-read assignments repeatedly, avoid touching doorknobs, or seek constant reassurance from teachers, these symptoms can interfere with learning and lead to unnecessary stress. The first step in managing OCD at school is recognizing the signs and understanding that you are not alone. OCD is a treatable condition, and with the right support, school can become a more manageable and even enjoyable experience. Research shows that 1-2 out of every 100 children may experience OCD.
One of the most effective tools for dealing with OCD in school is creating a personalized coping plan. This may include identifying common triggers, such as testing situations or social interactions, and working with a therapist to develop Exposure and Response Prevention (ERP) strategies. ERP is a proven treatment for OCD that involves gradually facing feared situations while resisting the urge to perform compulsions.
For example, if a student is anxious about germs on school desks, ERP might involve slowly decreasing the use of sanitizing rituals during class over time. Having a plan in place helps the student feel more prepared and in control throughout the school day.
It is also important for students to advocate for themselves or for parents to step in when needed. Schools can provide accommodations through 504 plans or Individualized Education Programs (IEPs), such as extra time on tests; breaks during the day; or access to a quiet space. These are not "special treatments.” Instead, they are essential supports to help students with OCD access education on an equal footing. Educating teachers and school counselors about OCD can also foster a more compassionate environment where students feel safe to ask for help without shame.
What are signs of OCD at school?
Frequent handwashing or use of hand sanitizer, sometimes to the point of interfering with class time
Repeatedly checking things like locks, assignments, or backpacks
Excessive erasing, rewriting, or redoing work to make it “just right”
Taking an unusually long time to complete assignments or tests
Asking for constant reassurance from teachers or classmates
Avoiding certain places or people due to irrational fears (e.g., contamination or harm)
Difficulty focusing in class due to intrusive thoughts
Repeating words, phrases, or numbers silently or aloud
Rituals before starting tasks (e.g., tapping a pencil a certain number of times)
Extreme distress when routines are disrupted
Reluctance to use school bathrooms or touch shared objects
Isolating from peers or avoiding group work
Sudden drop in academic performance due to time spent on compulsions
Trouble transitioning between activities or rooms
Peer relationships can be another source of stress for students with OCD, especially if compulsions are visible or misunderstood by others. It helps to have a few trusted friends or staff members who know about the OCD and can offer support without judgment. Students might practice simple phrases to explain their OCD if they feel comfortable.
Simple phrases to explain OCD may include:
"I have OCD, which means my brain sometimes gets stuck on certain thoughts."
"OCD makes me feel like I have to do things a certain way to feel okay."
"Sometimes I do things over and over because of anxiety- it is part of my OCD."
"I get unwanted thoughts that are hard to ignore. It is not something I choose."
"I am working on managing my OCD with help from a therapist."
"OCD makes me worry about things more than most people would."
"Even if something seems small, it can feel really big to me because of OCD."
"I have rituals or habits that help me feel less anxious, but I am learning new ways to cope."
Creating social safety can reduce anxiety and increase confidence in navigating daily interactions.
Lastly, self-care outside of school is just as important. Regular therapy sessions, sleep, nutrition, and relaxation techniques like mindfulness or journaling all contribute to emotional resilience.
Parents can support this by maintaining a consistent routine at home and reinforcing therapy skills. Check out our blog “5 Ways to Teach Your Child Mindfulness.”
Remember, OCD doesn't define your child’s intelligence, potential, or worth. With the right strategies and support, students with OCD can succeed academically, build meaningful relationships, and feel proud of their progress. Our blog “How to Deal with A Child with OCD” is a must-read.
How to explain OCD to a teacher
OCD is a mental health condition that involves unwanted thoughts (called obsessions) and repetitive behaviors or mental rituals (called compulsions). These thoughts and behaviors can feel overwhelming and hard to control, even when the person knows they do not make logical sense. OCD is not just about being neat or organized- it is a serious anxiety disorder that can interfere with concentration, learning, and daily functioning, especially in a school setting.
How can OCD impact school performance?
Difficulty focusing in class due to intrusive thoughts
Taking longer to complete assignments or tests because of compulsive behaviors
Rewriting or redoing work repeatedly to make it feel “just right”
Avoiding certain tasks or subjects that trigger anxiety
Missing school days due to mental health struggles or therapy appointments
Decreased participation in group activities or presentations
Lower grades from unfinished or late assignments
Fatigue from lack of sleep caused by OCD-related stress
Strained relationships with teachers or peers due to misunderstandings
Frequent trips to the nurse’s office or restroom to perform rituals or manage anxiety
Difficulty transitioning between tasks or classroom environments
Increased anxiety during exams, leading to poor test performance
Avoiding school altogether due to overwhelming OCD symptoms (school refusal)
For students with OCD, school can trigger or intensify symptoms. For example, a student might feel the need to check their work over and over, erase and rewrite sentences until they feel “just right,” or avoid touching certain objects due to fear of contamination. They may also experience intrusive thoughts that cause anxiety during lessons, tests, or social interactions. These behaviors are not about being difficult or defiant- they are attempts to manage anxiety that feels very real and distressing in the moment. View our blog “How to Manage OCD Intrusive Thoughts with CBT.”
It can be helpful for teachers to know that OCD is not something a student can simply “turn off,” and that reassurance or allowing certain behaviors might unintentionally reinforce the OCD cycle. That is why many students with OCD work with OCD therapists using a treatment called exposure therapy which helps them gradually face their fears while resisting compulsions. Teachers who are aware of this process can be incredibly supportive by reinforcing therapy goals, setting healthy boundaries, and offering accommodations when appropriate; such as extended time, breaks, or reduced pressure to perform rituals.
Creating an open, judgment-free line of communication between the teacher, student, and support team; including parents and therapists; can make a big difference. If a student is comfortable, they may choose to share a few simple facts about their OCD and what helps or does not help during the school day. Teachers do not need to be mental health experts, but understanding the basics of OCD and responding with empathy and structure can help students feel safe, supported, and more successful in the classroom.
What does OCD look like in the classroom?
OCD in the classroom can manifest in various ways, depending on the individual and the type of obsessions and compulsions they experience. Some students may display visible behaviors such as repeatedly washing their hands, tapping objects, or rearranging their belongings in a very specific order. Others might engage in mental rituals, like silently repeating words or counting, which may be less obvious but just as disruptive to their focus. These behaviors are often attempts to relieve anxiety caused by intrusive thoughts, and they can interfere with a student’s ability to fully engage in lessons.
In addition to compulsive behaviors, students with OCD may struggle with intrusive thoughts that distract them during class. For example, a child might become preoccupied with fears about making mistakes, causing harm, or contamination. These obsessions can cause significant distress and make it difficult for the student to concentrate on the teacher’s instructions or complete tasks on time. They might ask for frequent reassurance from teachers or classmates or appear overly worried about following rules or routines perfectly.
OCD can also affect a student’s participation and social interactions. Some students may avoid group work or classroom discussions due to anxiety about their compulsions being noticed or judged. They might hesitate to use shared materials or avoid touching certain surfaces which can lead to feelings of isolation. Additionally, the time spent on compulsive rituals may result in incomplete assignments or tardiness, further impacting academic performance and peer relationships.
Understanding what OCD looks like in the classroom is essential for teachers and school staff to provide appropriate support. By recognizing these signs, educators can offer empathy, create accommodations such as extended time or quiet spaces, and encourage open communication. With the right support, students with OCD can manage their symptoms and participate more fully in the classroom environment.
Do people with OCD do well in school?
People with OCD can absolutely do well in school though their experience may look different from that of their peers. OCD is a mental health condition that can create significant challenges, especially in structured environments like school, where focus, time management, and social interaction are essential. However, many students with OCD develop strong coping skills, resilience, and determination that help them succeed academically and personally.
One of the reasons some students with OCD excel is because the disorder often drives a strong desire for perfection and control. This can translate into high attention to detail, thoroughness in assignments, and a strong work ethic. These qualities can be advantages in academic settings when balanced with effective strategies to manage anxiety and compulsions. For example, a student who carefully double-checks their work may produce high-quality results. The key is learning to manage OCD so it does not become overwhelming or interfere with completing tasks. Read our blog “Is Perfectionism A Coping Skill?”.
At the same time, OCD can create obstacles that impact school performance if left untreated or unsupported. Intrusive thoughts and compulsions can consume time and energy, making it difficult to concentrate, keep up with deadlines, or participate fully in class. Students may avoid certain subjects, social situations, or school activities due to fears or rituals which can limit their overall educational experience. Without proper intervention, these challenges might result in lower grades or missed opportunities. View our blog “How Counseling Can Help You Break OCD Habits.”
Support systems, including therapy, accommodations, and understanding educators, play a vital role in helping students with OCD thrive. Cognitive-Behavioral Therapy (CBT), particularly ERP, is an evidence-based treatment that equips students to face their fears and reduce compulsions, improving focus and confidence. Schools can offer accommodations such as extra time on tests or breaks during class, creating an environment where students can succeed without unnecessary stress.
Ultimately, having OCD does not define a student’s potential or intelligence. With the right treatment, support, and self-care strategies, many individuals with OCD not only do well in school but also develop valuable life skills like perseverance, problem-solving, and empathy. These strengths can serve them well beyond their academic years, in college, careers, and personal growth.
Check out our blog “Your Guide to Natural Treatment for OCD.”
Managing OCD at school can be challenging, but with understanding, the right strategies, and support from teachers, parents, and therapists, students can thrive academically and personally. Remember, OCD does not define a student’s potential- everyone deserves the opportunity to succeed and feel confident in the classroom. If you or someone you know is struggling with OCD, reaching out for professional help is a strong and important first step!
Victoria Scala
is the Social Media Manager, Intake Coordinator, and Community Engagement Director at Anchor Therapy in Hoboken, New Jersey. She is a graduate of the Honors College of Rutgers University-Newark and is currently studying Clinical Mental Health Counseling at the graduate level. In her roles, Victoria is committed to managing the office’s social media/community presence and prioritizing clients' needs.
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