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Student Services » Somatic Complaints

Somatic Complaints

A student expressing somatic complaints may...
 
  • complain of body aches (a headache, stomachache, sore legs or arms, etc.)
  • complain of nausea
  • ask to use the restroom frequently
  • request to see the school health clerk or nurse
  • want to call home
  • say they are not feeling well
  • moan, whine, groan about pains
  • show signs of shaking, coughing, sneezing, etc.
  • complain of being dizzy or lightheaded
  • have a legitimate health concern or condition
  • be reacting to 
  • feel particularly stressed
  • have a higher number of tardies or absences
 
When supporting a student experiencing somatic complaints, some general strategies involve
 
  • first and foremost determine if there is a medical condition that requires intervention or support; work with the family, school nurse, or other staff as appropriate to address medical conditions
  • track the timing of the complaints to see if you can identify a pattern to find a cause/antecedent to the complaint
  • use a buddy system for health-related concerns when sending students to the office
  • provide an alternate space in the classroom for the student to re-group (avoiding escape/eloping)
  • evaluate the content of a particular subject or reading matter to consider if it could add to the stress or discomfort (i.e., is it a topic of death or adoption and related to something the student is or has experienced)
  • validate that the feelings are real and exist in the student's body
  • allow choice as much as possible
  • reassure the student and follow-through on your help or support
 
Interventions may include
 
  • teach mindfulness; guide the student through relaxation
  • use distraction
  • provide classroom responsibilities in places of high response
  • break a task into a smaller response demand (not into chunks--just a smaller amount to accomplish in full) and build up
  • prime/preview upcoming tasks and strategies
  • plan, with the student if you can, for the worst that could happen
  • have the student monitor their own behavior and report it back to you (i.e., attendance, number completed, points of check-in feelings, etc.)
  • reinforce the student for lengths of time between physical discomfort and gradually increase the time
  • give the student "additional" roles to keep them active rather than passive with may lead to increased mental energy on the "sick feeling"
  • schedule in breaks for the student, be sure to point them out/offer the break, and let the student be in control to decline them; sometimes you may have to require the break as you evaluate the situation
Literature Links
 
Junior Medical Detective Series by Kaushal Shah
The Bravest Fish by Matt Buckingham
When my Worries Get too Big by Kari Dunn Buron
What to do When you Worry too Much by Dawn Huebner
 
 
Teacher Readings
 
There are very few articles or somatic complaint specific resources as they are typically considered a symptom of other areas.