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Tourettes

Tourette Syndrome (TS) is a neurological neurotype that involves involuntary movements and/or sounds called tics.   It is important to understand that tics are:

  • Involuntary (not behaviour)

  • Neurological (not emotional or attention-seeking)

  • Often stronger when stressed, excited, or focusing hard

  • Highly variable, they change over time, in intensity and type

 

In a dance context, understanding tics allows teachers to create a safe, flexible environment where dancers can participate confidently without being singled out or pressured to suppress their natural movements.

On This Page...

Key Traits Through a Dance Lens
How motor and vocal tics, variability, suppression, co-occurring neurotypes, sensory regulation, and strengths may shape a dancer’s experience in the studio.

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What Dancers Need Most From Teachers
Practical approaches that prioritise calm acceptance, flexibility, sensory safety, and a supportive class culture to enable confident participation.

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Key Traits through a Dance Lens

1. Motor & Vocal Tics

Tics can be simple (small movements or sounds) or complex (bigger or multi-step patterns).

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In the studio this may look like:

  • Blinking, facial movements

  • Shoulder shrugs, neck jerks

  • Arm movements

  • Jumps or sudden steps

  • Throat sounds, hums, squeaks

  • Words or phrases (rare)

 

Tics are not intentional.
They should never be punished, corrected, or discouraged.

 

What helps:

  • Do not draw unnecessary attention to tics.

  • Ensure the dancer feels safe and accepted.

  • Ask privately if they want space, support, or no special attention.

2. Tic Variability

Tics fluctuate based on:

  • Fatigue

  • Excitement

  • Anxiety

  • Transitions

  • Performance pressure

  • Concentration

  • Sensory overload

 

A dancer may be tic-free one week and highly ticcy the next, this is normal.

 

What helps:

  • Build predictable routines.

  • Allow movement breaks when needed.

  • Maintain a calm, non-judgemental environment.

3. Tic Suppression & Rebound

Many people with TS learn to suppress tics temporarily, especially in public or high-focus environments.


In the studio this may look like:

  • Standing extra still

  • Appearing tense

  • Focusing intensely

 

But suppression drains energy and often leads to rebound tics, a surge of tics afterwards.

 

In dance:
Dancers may appear fine during class but tic heavily after.
Avoid encouraging suppression by telling dancers to hold still, unless for safety reasons, and even then, collaborate with the dancer.

4. Co-occurring Neurotypes

Most people with Tourette Syndrome also experience:

  • VAST (ADHD)

  • Autism

  • OCD traits

  • Anxiety

  • Sensory processing differences

  • Motor coordination challenges (sometimes)

 

These can influence dance learning in unique ways.

5. Sensory & Movement Regulation

Many individuals with TS experience sensory sensitivities or seek certain kinds of movement to regulate.

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In the studio this may look like:

  • Difficulty with bright lights or loud music

  • Discomfort with certain textures (like costumes)

  • Need for deep pressure or grounding movements

  • Movement-based stimming that overlaps with motor tics

 

What helps:

  • Options for quieter volume

  • Predictable sensory environment

  • Choice about placement in the room

  • Permission to regulate with movement

6. Supporting Understanding Within the Group

Tics are involuntary and often visible, which means they can sometimes be misunderstood by peers if no context is given.

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In the studio this may look like:

  • Curious or confused reactions from other dancers

  • Staring, whispering, or unhelpful attempts to copy or stop the behaviour

  • Increased self-consciousness or anxiety for the dancer with Tourette’s

  • Pressure on the dancer to explain themselves or mask tics

 

What helps:

  • With the dancer’s clear permission, a brief teacher-led explanation to the class

  • Simple, factual language that explains tics as involuntary and not disruptive or “on purpose”

  • Normalising tics as part of how some bodies and nervous systems work

  • Reinforcing expectations of respect and focus without singling the dancer out

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When handled calmly and with consent, shared understanding often reduces negative reactions and helps create a safer, more accepting class environment for everyone.

6. Passions, Focus & Strengths

Dancers with TS often bring:

  • Strong resilience

  • Excellent rhythm (many use tics as rhythmic cues!)

  • High creativity

  • Deep empathy and insight

  • Strong pattern recognition

  • Unique movement vocabulary

  • Courage and confidence

  • Original performance presence

 

Tics can become part of their artistic expression when embraced rather than hidden.

What Dancers Need Most From Teachers

A calm, accepting attitude

Responding calmly and neutrally to tics, and only intervening when safety requires it, helps reduce anxiety and self-consciousness.

 

Clear communication

Explaining exercises using simple, visual, and predictable steps supports understanding without adding pressure.

 

Flexible participation options

Allowing breaks, reduced stimulation, or physical space when needed supports regulation and sustained engagement.

 

Supportive class culture

Fostering peer understanding and acceptance can significantly reduce anxiety and, in turn, tic frequency.

 

Sensory safety

Adjusting lighting, sound levels, or offering quieter spaces helps minimise sensory triggers.

 

No pressure to suppress

Prioritising a dancer’s wellbeing and autonomy over appearance creates a safer, more inclusive studio environment.

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When teachers respond with calm acceptance and flexibility, dancers with Tourette’s can participate confidently, regulate more easily, and feel a strong sense of belonging in the studio.

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