Recent studies have shown that peer rejection is not solely related to tic severity, as only 19% of children who experienced social rejection or bullying reported improvement when their tics remitted (Packer, 2005). Children with Tourette’s are also at an increased risk for school avoidance (refusal to go to school), due to social and academic problems (Plapp, 1990). Despite the rejection Brad endured, he functioned normally socially and remained rather gregarious throughout the film. Because they may have fewer opportunities to socialize with peers, they can display deficits in social abilities (Friedrich, Morgan, & Devine, 1994). Children with Tourette’s frequently report self-consciousness, discomfort in social situations, and shame. Children with tic disorders have higher rates of peer problems and are more likely to be considered significantly less socially acceptable by their peers. Brad faced significant social rejection both in school and when he began dating, as he got older.
While academic interference is a serious problem for children with severe cases of Tourette’s, or Tourette’s with related conditions, children like Brad, with more mild, simple tics, have more problems with social rejection. The high rate of comorbidity of Tourette’s with disorders such as Obsessive-Compulsive Disorder and/or Attention-Deficit Hyperactivity Disorder often results in homeschooling among the Tourette’s population (Pollak et al., 2009). Eventually, Brad’s mother is told that he should not go to traditional schools, but rather should be homeschooled. In the film, Brad requested allowances that are commonly made for those with Tourette’s syndrome, such as a separate testing room and extended time on tests (Packer, 2005). Brad also faced the frustration associated with taking tests under the same conditions as non-impaired students without any accommodations made. His teacher believes that his tics are an attempt to attract attention and he is penalized for interrupting the class.
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