Pathologies and inclusion

Epilepsy and school between stigma and treatment: what steps to take for real inclusion

Prejudice, misinformation and lack of shared surveillance and intervention protocols: experts' recommendations for improving children's and adolescents' lives and disease management in the classroom

by Carlo Andrea Galimberti *, Oriano Mecarelli **

24 October 2025

4' min read

Translated by AI

Versione italiana

4' min read

Translated by AI

Versione italiana

Imagine being ten years old and fearing that an epileptic seizure in class would make you feel different from others, observed, judged. This is the everyday reality of many children and adolescents with epilepsy: it is not only the disease that limits them, but above all the fear and lack of knowledge of the disease among those around them.

The 'challenges' at school

School represents the place where every child builds his or her future and should always be a space for growth, inclusion and sharing. Yet, for a child or adolescent with epilepsy, the school journey can turn into a challenge in which the disease itself often plays a secondary role compared to prejudice, misinformation and the lack of shared surveillance and intervention protocols.

Most forms of epilepsy do not impair the ability to learn. Children suffering from epilepsy study, grow up and participate in school life on a par with their peers.

The difficulties do not stem, therefore, from the disease itself, but from collateral factors: the management of crises when they occur in the classroom, the administration of medication during school hours, fear and lack of knowledge of the disease on the part of teachers and classmates. At times, families, oscillating between overprotection and reticence in communicating the diagnosis, also risk hindering the transmission of useful information and creating further isolation.

Ensuring a serene and safe integration means building a network of collaboration between families, schools, and the specialists and healthcare facilities that provide care. The goodwill of individuals is not enough: what is needed is a structured commitment, recognised and supported by the institutions.

Drugs in class

School-related problems for students with epilepsy can be traced mainly to the clinical, organisational and socio-cultural areas.

First of all, it must be emphasised that from a clinical point of view, only some severe forms of epilepsy affect cognitive or relational development, but it is true that sometimes difficulties arise from the side effects of drugs, which can affect attention and memory, especially if there is a need to take them in polypharmacy.

There is a lack of up-to-date regulations for the administration of drugs in the school environment, especially regarding the management of emergencies, just as there is no specific training for teachers and school workers on the characteristics of the different forms of epilepsy and their implications in childhood.

The greatest fear for teachers is not knowing how to handle an epileptic seizure in the classroom, and it is misinformation that generates anxiety and insecurity, with the risk of the pupil being overcontrolled, restricted or even marginalised.

The stigma

Finally, epilepsy continues to represent a stigma, resulting in prejudices and fears that fuel discrimination and isolation. Pupils suffering from epilepsy are also at risk of bullying behaviour from their peers, with serious consequences on their self-esteem and the establishment of a solid psycho-physical identity.

If the first prejudices emerge as early as primary school, it is in adolescence that living with epilepsy becomes even more complex. Teenagers experience seizures as a further sign of fragility, a factor that differentiates them from their peers, with the risk of pessimistic visions of the future. This is why it is essential to guarantee psychological support and an informed and welcoming school environment.

Regulations and Application

The 2005 Ministerial Recommendations, which were then followed by specific and sometimes different regional protocols, do not require teachers and school operators to guarantee the administration of anti-crisis drugs during school hours, which must be taken regularly and sometimes administered in emergency conditions to manage classroom crises. This does not mean that there is no 'good will' on the part of school personnel in our country to tackle the problem, but since these are non-binding recommendations, they could also remain unimplemented. A qualitative leap must therefore be made, with the promotion of clear and uniform national protocols that ensure training for school personnel and peace of mind for families.

Lice Initiatives

Con l’obiettivo di trasformare le barriere in opportunità, creando una cultura scolastica più inclusiva, Lice e Fondazione Lice promuovono da anni progetti di sensibilizzazione e formazione rivolti al mondo della scuola. In particolare, ricordiamo il Progetto “A scuola di Epilessia”, piattaforma digitale gratuita che dal 2019 al 2021 ha formato oltre 700 insegnanti e raggiunto più di 30.000 studenti, sfruttando la didattica online. Da allora nel sito di Lice e di Fondazione Lice sono stati inseriti video didattici e altro materiale utile agli insegnanti e consultabili liberamente. L’organizzazione Lice conta inoltre sulla presenza di rappresentanti in tutte le Regioni italiane, che sono sempre disponibili a fornire materiale informativo alle scuole che ne fanno richiesta e ad organizzare eventi formativi per gli insegnanti, sia in presenza che attraverso webinar online. Infine,

Every student has the right to his or her own desk and to learn and grow together with others. This is why Lice and the Lice Foundation will continue to collaborate with teachers and institutions so that the Italian school truly becomes a place of inclusion, capable of welcoming without discrimination and without fear.

*Lice President
** Lice Foundation President