difficult child's case manager from school called and kept me on the phone for over an hour- asking if we could put off the iep meeting. Now really, if we had that much to discuss and still weren't through it all, shouldn't we have an iep meeting? My plans of wathcing tv with difficult child as a reward for completing his stuff and then going over algebra went right down the tubes. Anyway, one of the things that came up was she said she wanted to switch him from the learning strategies class he's in now to her learning strategies class. (This is a study hall, but one for kids on an IEP so they can focus on whatever areas of difficulty or make-up work they need help with.) I had no problem with that, if difficult child was ok with it, but she said "my class has more structure and would be better for him because there is less room to move around and use that energy". Ok, on first thought that made perfect sense. However, difficult child has been hypomanic for over 2 weeks (although it appears to be coming back down the past couple of days- and I had told her this.) But keep in mind that people at this school have NO concept of mood cycling or hypomania, etc. So, my question is, is it a reasonable expectation that adding more structure will "reel in" hypomania? I understand that lack of structure, routine, etc., can or might cause it. But, if a kid is hypomanic, should we be looking at adding a more structured environment (that he might fail in OR that might keep him on track) or should we be looking for a way and time for him to get some of that energy out appropriately? I sincerely do not know if this is the right answer. I can tell you that if my son is hypomanic at home, telling him to come in the house and sit down will NOT make the energy go away. It will result in more escalation of some sort. I'm wondering what other's experiences have been and if you think this is a good approach or if you think this is just inadvertently setting difficult child up for failure and frustration?