British teachers' knowledge and awareness of Tourette syndrome in children attending mainstream school

Mainstream primary and secondary schools are increasingly committed to the inclusion of students with Tourette Syndrome (TS). This qualitative study explores teachers' perceptions factors that have contributed to, or hindered, their success in creating an inclusive environment for children Eight teachers (two males, six females) from mainstream United Kingdom (UK) took part semi-structured interviews ascertain knowledge, training experience TS during professional careers UK. Thematic analysis transcripts revealed three main themes: lack real knowledge awareness TS; provision marginalisation finding solutions building alliances. Although many described school as environment, still believed they lacked adequately understand disorder. By enhancing teacher related TS, improvements may be seen communications between parents, opportunities educate wider community will also result a more reducing specific generic stressors TS.