Absence seizures are a type of epilepsy that can be easily misunderstood, especially in school settings. Often mistaken for daydreaming or inattention, these brief episodes can affect a child’s learning, behaviour, and confidence in the classroom.
Understanding what an absence seizure looks like, how it may impact daily school life, and how best to support a young person with this condition is essential for parents, teachers, and SENCOs alike.
This guide offers practical advice for recognising absence seizures, supporting students academically and emotionally, and building strong partnerships between families and schools.
In this blog, you will find information on:
- What is an absence seizure?
- How absence seizures can affect learning
- Behavioural misunderstandings and social impact
- How teachers and SENCOs can support students with absence seizures
- Seizure first aid and safety at school
- How parents can help their child at school
- Free training courses and classroom resources
What Is an Absence Seizure?
An absence seizure is a short, sudden lapse in awareness caused by unusual electrical activity in the brain. During a seizure, a child may:
- Stare blankly into space
- Stop speaking mid-sentence
- Pause their activity without explanation
- Blink rapidly or make small chewing movements
These episodes usually last only a few seconds and may happen many times a day, often going unnoticed. Unlike other types of seizures, absence seizures don’t involve convulsions or falls, which can make them harder to recognise.
Absence seizures are most common in children aged 4 to 10 and are sometimes referred to as “petit mal” seizures.
How Absence Seizures Can Affect Learning
Children with frequent absence seizures may miss key parts of a lesson without even realising it. This can manifest in struggles with following instructions, where a seizure occurring mid-task might lead them to miss crucial steps or forget what they were doing.
Additionally, frequent interruptions can impact short-term memory and concentration, and even short episodes, when repeated throughout the day, can have a cumulative effect on academic progress.
This can often lead to young people with epilepsy being confused and losing confidence. As such, they may hold back from letting staff know when they have absence seizures or asking questions.
Behavioural Misunderstandings and Social Impact
Because absence seizures are so brief and subtle, they can sometimes be misinterpreted as daydreaming or not paying attention, being deliberately disruptive or inattentive, or simply "zoning out" or lacking motivation.
This can lead to unfair discipline or negative labels, especially if teachers are unaware of the condition. Consequently, children may also experience low self-esteem if they’re frequently corrected or excluded, anxiety about being different or missing out, and social difficulties, particularly if peers don’t understand what’s happening. Clear communication between parents, teachers, and school staff is key to preventing these misunderstandings.
Lauren’s story reflects this experience. Having lived with absence seizures for as long as she can remember, she often doesn’t notice when one happens, only what she was doing just before. Growing up, she became more withdrawn, often feeling tired and irritable after a seizure.
Telling teachers at college was scary at first, but it led to valuable support. Lauren now has a medical plan in place, regular check-ins, and uses strategies like writing things down and asking for help. She hasn’t had a seizure since starting college and feels more confident.
Epilepsy is a special part of me and for someone out there, it will be a good part of themselves too.
How Teachers and SENCOs Can Support Students with Absence Seizures
With the right awareness and support strategies, teachers and school staff can make a real difference to how students with absence seizures experience school. Here are some practical approaches:
Recognise the Signs Early
A child who suddenly stops speaking mid-sentence or appears to be “daydreaming” may not be distracted, they could be having a seizure. As mentioned earlier, these episodes can be easy to miss, but if a child often seems to “switch off” during lessons, it’s worth raising this as a possible medical concern, not just a behavioural one.
By learning to spot these signs early, teachers can help families seek medical advice and put support in place sooner.
Work in Partnership with Families and Healthcare Professionals
Open, ongoing communication between school and home is essential. Parents and carers are often the best source of information about a child’s specific needs, and strong home-school communication makes it easier to:
- Share updates about learning or behaviour
- Adjust support strategies as needed
- Build a consistent, joined-up approach
Tools like communication diaries or regular check-ins can be helpful, especially for younger students or those with frequent seizures.
It is a great idea to request and accept input from professionals such as epilepsy specialist nurses or consultants.
Our research shows that many teachers have a lack of confidence, and even a fear, around epilepsy, in part due to the many big terms, amount of medication, and diversity of symptoms, side-effects, and triggers. As such, a productive professional communication between all parties is the ideal. It is the responsibility of the school to create reasonable adjustments.
Support Learning in a Way That Works
Teachers can support students by breaking instructions down into smaller steps, repeating key points, and using written instructions or visual prompts to reinforce what’s being taught. Where appropriate, schools should also consider offering extra time for tasks or tests, and making rest spaces available for when a child feels tired or needs a break after a seizure.
For students who miss key information during lessons, it can help to provide short recaps, peer support with notes, or access to lesson recordings. These small adjustments can reduce frustration and help the student stay on track.
Make Sure Extra Help is in Place
If seizures are frequent or academic progress is affected, more structured support may be needed. SENCOs can work with families to decide whether the student would benefit from an Individual Education Plan (IEP) or, in more complex cases, an Education, Health and Care Plan (EHCP).
Even informal strategies, like assigning a trusted adult for check-ins or offering memory aids, can make a big difference.
Create a Safe and Inclusive Classroom
Above all, children with epilepsy should feel safe, supported, and understood in school. If a child seems unresponsive or off-task, it’s important not to assume they’re being disruptive. A gentle reminder or check-in can help re-engage them without embarrassment or pressure.
Children and young people with epilepsy have told us that they appreciate staff who are informed and research epilepsy.
Promoting inclusion and teaching students about differences helps reduce stigma and ensures children with absence seizures feel understood and valued. Education professionals can even make referrals for youth support services to individuals they believe will benefit from the support.
Seizure First Aid and Safety at School
While absence seizures are usually brief and not physically harmful, awareness and calm responses matter. Teachers, TAs, and other school staff should know how to spot and respond to a seizure without drawing attention.
If a child has an absence seizure in class, let it pass and gently repeat any missed instructions. Reassure them afterwards, as they may not realise it even happened, they may simply notice a gap in what they were doing. Any seizure that’s longer than usual, unusual in pattern, or involves new behaviour should be logged and shared with the family.
Beyond the seizure itself, schools should be aware that factors like tiredness, emotional stress, and missed medication can make seizures more likely. Keeping routines consistent, offering time for rest, and supporting mental wellbeing are important parts of the picture.
How Parents Can Help Their Child at School
Parents and carers are often the strongest advocates for their children, and their involvement can have a powerful impact on how well a child with absence seizures settles into school life. By working closely with the school and empowering their child to understand and manage their condition, families can help ensure that both academic and emotional needs are met.
The first step is making sure staff are fully informed. Share your child’s diagnosis, typical seizure pattern, known triggers, and any medical advice from specialists, being sure to update the school if anything changes.
From there, work closely with the class teacher, SENCO, and school nurse to put a care plan in place. This should outline how seizures are managed, what learning support is needed, and how staff can help with confidence and inclusion. Regular check-ins also help keep support on track. You can use these to raise concerns, discuss progress, and talk about wellbeing and friendships.
Just as important is empowering your child to understand their own experience. Using age-appropriate language, help them feel confident talking about their condition and asking for help when they need it. For some children, keeping a seizure diary or learning journal can be a useful way to spot patterns, reflect on challenges, and feel more in control.
Every child is different, but when parents and schools work as a team, the result is a learning environment that feels safer, kinder, and more inclusive.
With Awareness Comes Confidence
Living with absence seizures at school can feel daunting at times, for students, parents, and teachers alike. But with understanding, empathy, and joined-up support, children with this type of epilepsy can not only succeed at school but truly thrive.
By learning to recognise the signs, making simple adjustments in the classroom, and working together with families, schools can create spaces where every child feels safe, supported, and free to be themselves.
Epilepsy doesn’t define a child, and with the right care, they can focus on what really matters: learning, growing, and enjoying school life.
