Exams and Assignments

Exams and assignments can be stressful for any student. For a student living with Crohn’s disease or ulcerative colitis, the added uncertainty of symptoms, fatigue, pain or urgent toilet needs can make assessment periods even more challenging.

A student may be well enough to attend school but still find it difficult to concentrate, sit through a long exam or complete work within their usual timeframe.

Small adjustments can help reduce unnecessary stress while allowing the student to demonstrate what they know.

📝 Understand that symptoms can affect assessments

IBD symptoms can vary from day to day.

During a flare, a student may experience:

• Urgent or frequent toilet trips.

• Abdominal pain.

• Fatigue.

• Difficulty concentrating.

• Poor sleep.

• Anxiety about symptoms or having an accident.

• Time away from school for medical appointments or treatment.

These symptoms can affect a student's ability to complete an assessment, even when they are trying their best.

🚽 Allow toilet breaks during exams

A student with Crohn’s disease or ulcerative colitis may not be able to wait until the end of an exam to use the toilet.

Where appropriate:

• Allow them to leave when they need to.

• Avoid making them explain why they need to go.

• Have a clear process for toilet breaks before the exam begins.

• Make sure they know where the toilet is.

• Consider how they can leave discreetly.

• Follow the school's assessment and examination procedures.

Knowing they can use the toilet can also reduce the anxiety of worrying about an accident during the exam.

⏰ Consider extra time

Depending on the student's needs and the school's assessment procedures, additional time may be appropriate.

For example, a student may lose valuable assessment time because they need to make several urgent toilet trips.

Extra time may help ensure that the assessment measures their knowledge and skills rather than the impact of their symptoms.

Any formal examination adjustments should be arranged through the appropriate school processes.

📚 Be flexible with assignments

Assignments can become difficult when a student is experiencing a flare or has missed school.

Where appropriate, consider:

• Extending deadlines.

• Breaking larger assignments into smaller tasks.

• Providing clear instructions and priorities.

• Giving access to missed class notes or resources.

• Allowing the student to discuss an alternative timeline.

• Avoiding unnecessary penalties for medically related absences.

The goal isn't to give the student an unfair advantage. It is to recognise that their health may temporarily affect their ability to complete work in the usual way.

💤 Remember that fatigue can affect concentration

Fatigue associated with IBD can make it difficult to focus for long periods.

A student may take longer to process information or complete written work.

They may also have less energy after a poor night's sleep or during a flare.

If a student appears slower than usual, check in rather than assuming they aren't trying.

🏫 Plan ahead for assessment periods

If you know a student has IBD, it can help to discuss upcoming assessments before the day arrives.

Consider:

• What happens if they need the toilet during the exam?

• Who should they speak to if they become unwell?

• What happens if they miss the assessment?

• What support is available if they need extra time?

• How will missed work be managed?

• Does the student's existing health or learning support plan need to be considered?

A clear plan can remove a lot of uncertainty for the student.

💬 Talk to the student privately

Don't assume you know what adjustments they need.

A simple conversation can help:

"You have some assessments coming up. Is there anything we can put in place to make them easier for you?"

The student may already know what works for them.

Some students may want lots of support, while others may prefer their arrangements to be as discreet as possible.

❤️ Don't lower expectations — remove unnecessary barriers

Students with Crohn’s disease or ulcerative colitis should still be encouraged to reach their academic potential.

Supporting them doesn't mean lowering expectations.

It can mean removing barriers caused by their condition so they have a fair opportunity to demonstrate what they know.

👩‍🏫 Practical Teacher Action Plan

Before an exam or major assignment

☐ Check the student's agreed health or learning support plan.

☐ Know what adjustments have been approved.

☐ Discuss any concerns privately with the student.

☐ Make sure toilet access is clear.

☐ Know what happens if the student becomes unwell or cannot complete the assessment.

☐ Give assignment instructions and deadlines clearly and early where possible.

During an exam

☐ Allow agreed toilet breaks without unnecessary questions.

☐ Keep the student's medical needs private.

☐ Follow the school's examination procedures.

☐ Be aware that the student may need additional time or approved adjustments.

☐ Respond calmly if the student becomes unwell.

For assignments

☐ Consider reasonable deadline flexibility where appropriate.

☐ Prioritise essential work if the student has missed school.

☐ Provide resources they missed during medically related absences.

☐ Break large tasks into manageable steps if needed.

☐ Avoid assuming missed work means a lack of effort.

After an assessment

☐ Check in privately if the student had difficulties.

☐ Follow up on any missed or incomplete work.

☐ Consider whether additional support is needed for upcoming assessments.

☐ Work with the appropriate school staff, student and family when adjustments need to be reviewed.

Remember

A student with Crohn’s disease or ulcerative colitis may know the material but struggle to show what they know when symptoms interfere.

Flexibility, understanding and appropriate adjustments can help give them a fair opportunity to succeed.