When my daughter returned to school after treatment, she decided ahead of time what she would say and to who. She had gone from months of being on crutches, to walking with a prominent limp. She also had some accomodations, so obviously there would be questions.

She had general categories of people (close friends, friendly acquaintances, trusted adults, people she didn't really know, people she didn't really like, etc) and had different explanations for each. I wish I could remember what they were, but I'm not sure that it really matters, because I specifically remember that the wording she chose was different that what I thought sounded best. That really made an impression on me, because I realized that they had to be explanations that SHE felt comfortable with, so that she could say them confidently with an "end of discussion" sort of feel.

I wouldn't assume that kids will not be kind to her. Both my daughter and one of my best friends daughter both have RSD (and no, we did not become friends after RSD - it was just a bizarre coincidence that both our kids ended up with it) and they had completely different reactions from classmates (same school, different grades). My friend's daughter was treated very poorly and my daughter's classmates were supportive or relatively indifferent. I think a lot depends on the unique interaction between your child's particular personality and those of the kids she is lucky/unlucky enough to have in her classes.

What I do remember about what my daughter chose to say is:
-the only people she shared much detail with were her few closest friends
-all other explanations were short and sweet
-I think she said something to the effect of a "neurological disorder" b/c she thought it sounded both serious enough to validate the need for accomodations but complicated/confusing enough to discourage more detailed questions.

Oh yes - finally - my daughter is going to our local school this year, but they have a new program that allows her to take some courses online. She'll take 2 classes online, but complete the work in the school building. The idea is that it will allow her to have some breaks from the classroom/halls, which can be difficult but also makes her seem more like a "normal kid" b/c she is still at school all day. I don't know if your district has anything similar but you might want to ask. Our district has the program, but doesn't publicize it, so you either have to ask for it or be lucky enough to have someone in the district notice your child is struggling and offer it.

I'm praying for both of our kids for a good school year.

Lori