Simone Lawson
Crisis interventions in schools are an important aspect of ensuring the safety and well-being of students, faculty, and staff. While the term crisis can encompass a range of events, from student suicide and mass violence to natural disasters and community violence, the impact on elementary school students can be significant. Developing a comprehensive crisis plan is crucial to effectively address behavioral crises in elementary schools. This includes understanding the signs of trauma, establishing procedures for notification and student safety, and implementing strategies for de-escalation and immediate assistance. Teachers play a pivotal role in recognizing and responding to students in crisis, utilizing resources such as the PREPaRE model and seeking support from counselors, psychologists, and administrators. The pandemic's impact has also brought to light the need for trauma-informed teaching practices and the importance of student-teacher relationships in fostering emotional wellness and academic success.
| Characteristics | Values |
|---|---|
| Crisis type | Student suicide, student death, school-based mass violence, natural disaster, community violence, faculty/staff death |
| School type | Elementary school |
| Crisis plan | Pre-planned and well-thought-out strategies for obtaining immediate assistance in the event of severe behavioral situations |
| Crisis team | School counselor, school psychologist, behavior interventionist, grade-level administrator |
| Student behavior | Out-of-control, potentially self-injurious, or possibly harmful to others |
| Teacher's role | Recognize the student's experience, de-escalate the situation, access immediate assistance, manage crisis events |
| Student experience | Fight, flight, or freeze (amygdala hijack) |
| Intervention focus | Student's health and safety, social and emotional needs, behavioral and academic growth |
| Intervention techniques | Communication management, social support, coping skills, psychoeducation, curriculum on safety, fear, anger, aggression, grief, anxiety, and self-esteem |
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What You'll Learn
- Teachers should recognise the signs of trauma in students and understand its impact on behaviour
- Schools should have a crisis plan in place to address out-of-control behaviour
- Student crises can take many forms, including fight, flight, or freeze
- Teachers should not argue with students, as this escalates situations
- Schools should adopt a multi-tiered system of support (MTSS) to aid recovery from crisis events
Teachers should recognise the signs of trauma in students and understand its impact on behaviour
Teachers play a crucial role in recognising the signs of trauma in students and understanding its impact on their behaviour. While each person's experience with trauma is unique, there are common indicators that teachers can look out for. For instance, traumatised students may exhibit hypervigilance, difficulty managing emotions, trouble forming relationships, or impaired executive functioning, such as memory issues and planning problems. These challenges can lead to academic difficulties and disruptive behaviours in the classroom.
It's important to note that students who have experienced trauma may struggle with feelings of safety and security, impacting their ability to focus on learning. They may also develop a "hostile attribution bias", where they perceive neutral instructions or comments as angry or unfair, leading to quick irritability and acting out. Additionally, trauma can affect a child's ability to predict the future, creating anxiety and uncertainty. As a result, they may benefit from structured routines and advance knowledge of what to expect.
Teachers can support these students by acknowledging and naming emotions, helping them express their feelings in a more constructive way. This can be done by communicating understanding and providing positive attention through "random acts of kindness". It's crucial to avoid jumping straight into behaviour plans with punishments and instead focus on identifying and addressing the underlying emotions. By doing so, teachers can help students learn healthier ways to express themselves and manage their emotions effectively.
Furthermore, teachers should embody trauma responsiveness in their interactions with all students. This involves understanding that trauma can impact a student's self-regulation, arousal, social skills, learning, and focus. While educators may never have a clear answer about a student's trauma history, recognising the signs and providing support can make a significant difference. This includes detaching the student's behaviour from their character and recognising it as a coping mechanism developed in response to stressful environments or experiences.
Overall, by recognising the signs of trauma and understanding its impact on behaviour, teachers can create a supportive and responsive classroom environment. This can help students feel understood, improve their emotional regulation, and ultimately enhance their learning and well-being.
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Schools should have a crisis plan in place to address out-of-control behaviour
A well-thought-out behaviour crisis plan is vital to student safety. Such a plan should include a statement of purpose, rules, procedures, and consequences, with strategies for obtaining immediate assistance in the event of severe behavioural situations. For example, a 'crisis behaviour card' can be used to inform the school office or other personnel that a behaviour crisis is underway. Schools should also consider whether they have established procedures for addressing a crisis, such as who to notify, where other students should go, and teacher guidelines for physical intervention.
Michael Rosenberg, a researcher and expert in behavioural interventions, explains that when a student engages in severe acting-out behaviour, it is very useful to have a behaviour crisis plan. These plans can involve a preselected series of actions, such as what to do if a student throws a dangerous object or jumps on a desk. Having such a plan in place can help teachers feel more equipped to deal with a student in crisis and help to de-escalate the situation.
Additionally, schools can implement a multi-tiered system of support (MTSS) framework to support students, families, and educators during and following a crisis. This can include providing resources and support to address the social, emotional, and behavioural needs of those impacted by the crisis. It is also important to recognise that students may be experiencing trauma related to events outside of the classroom, such as the ongoing effects of the pandemic, and teachers should be aware of how this can impact a student's behaviour and learning. Overall, having a comprehensive crisis plan in place can help schools effectively address out-of-control behaviour and support the well-being of their students and staff.
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Student crises can take many forms, including fight, flight, or freeze
Behavioural crisis plans are crucial to student safety and should be pre-planned and well-thought-out. They involve a series of actions to be taken if a student engages in a crisis type of action, such as throwing objects or jumping on desks. These plans should be developed by teachers and may include calling the office, sending a student to the office with a crisis behaviour card, or accessing immediate assistance from colleagues. Schools may have their own guidelines for developing behavioural crisis plans, which teachers should follow.
Teachers should also understand how trauma can impact a student's learning and behaviour and be able to recognise the signs of trauma. This is especially important as students may have experienced trauma due to the pandemic and related circumstances, such as the death of a loved one, food insecurity, or parental unemployment. Trauma can lead to academic difficulties and behavioural crisis situations, so teachers should be prepared to address these challenges.
Additionally, teachers can create a trauma-sensitive space in their classroom or office to support any student in need. This may involve creating a separate, organised, and welcoming physical space, such as a calming corner or safe space. The classroom can also incorporate messaging around behavioural expectations, managing feelings, and providing social and emotional tools for students.
In conclusion, student crises can vary widely, and teachers play a crucial role in responding to and managing these situations. By utilising behavioural crisis plans, understanding the impact of trauma, and creating trauma-sensitive spaces, teachers can effectively support students in need and prioritise their safety and well-being.
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Teachers should not argue with students, as this escalates situations
Teachers play a crucial role in recognizing and responding to students in crisis. A crisis can take many forms, and students can exhibit a range of behaviours, from attention-seeking to severe acting-out behaviours that may threaten themselves or others. It is important for teachers to understand that a student in crisis may have little control over their behaviour and that the precursors to a crisis may not always be evident.
Developing a crisis plan is essential for effectively managing challenging behaviours in elementary school students. This plan should include a statement of purpose, rules, procedures, and consequences, with a focus on addressing severe behavioural situations. Teachers should also be aware of school procedures for crisis situations, such as who to notify and where to direct other students.
When dealing with a student in crisis, it is crucial for teachers to prioritize safety and de-escalation. Arguing with students or leveraging one's authority can escalate the situation and damage the teacher-student relationship. Instead, teachers should respond, not react, and utilize available resources, such as seeking support from a para-educator, school counsellor, or administrator.
By creating a trauma-sensitive space, teachers can provide a safe and welcoming environment for students to address their emotional needs. This may involve stepping out of the classroom with the student to reconnect and re-enter the learning environment together. Teachers should remain actively involved in the intervention process, supporting the student before, during, and after a crisis.
Additionally, teachers should be mindful of the impact of trauma on students' self-regulation, arousal, social skills, learning, and focus. Recognizing the signs of trauma and understanding its negative effects on behaviour and learning can help teachers better support their students and prevent behavioural crises.
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Schools should adopt a multi-tiered system of support (MTSS) to aid recovery from crisis events
Crisis events in elementary schools can include student suicide attempts, student deaths, natural disasters, community violence, and more. These events can have a significant impact on students' mental health and well-being, and schools play a crucial role in providing support and intervention.
To aid recovery from such crisis events, schools should adopt a Multi-Tiered System of Support (MTSS). MTSS is a proactive framework that integrates academic and behavioral interventions to ensure all students receive the help they need. It is a cohesive system that identifies students requiring extra assistance and provides support accordingly. MTSS offers a whole-child approach, addressing academic, social-emotional, and behavioral needs together. This flexibility allows students to move between tiers based on their progress and ensures increased equity, as all students receive aid, regardless of background.
MTSS relies on continuous data collection and assessment to inform decision-making. Universal screening tools are used to identify students who may need additional support early on. This data-driven approach helps educators make informed decisions and provide targeted interventions. The system consists of three tiers of instruction and intervention. Most students succeed with Tier 1 supports, which include core instruction delivered to all students. Tier 2 provides targeted small group instruction for those needing additional academic or behavioral support. Tier 3, the most intensive level, offers individualized interventions and may involve specialists or external services for students who continue to struggle.
By adopting MTSS, schools can effectively support students' recovery from crisis events. This framework ensures that students receive timely and appropriate interventions tailored to their unique needs. MTSS also helps prevent learning gaps from widening and fosters stronger student-teacher relationships, contributing to improved school outcomes. Additionally, MTSS provides a systematic solution, identifying systemic obstacles and areas of improvement within the school or district.
In conclusion, implementing a Multi-Tiered System of Support in schools is a comprehensive approach to aiding students' recovery from crisis events. It provides a flexible, data-driven framework that addresses students' academic, social-emotional, and behavioral needs, ensuring that they receive the necessary support to succeed.
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Frequently asked questions
A crisis in an elementary school context can be a situation where a student is acting out in a way that is harmful to themselves or others. This could include throwing objects, jumping on desks, or displaying aggressive behaviour.
Common types of crises in elementary schools include student death, natural disasters, community violence, and faculty/staff death. Other crises may include a terrorist bombing, industrial disaster, assault towards faculty/staff, or family violence.
Teachers play a crucial role in recognizing the signs of a student in crisis and implementing a crisis plan to de-escalate the situation. They should not argue with students or leverage their authority, as this can escalate the situation. Instead, they should respond in a way that ensures the safety of the student, their peers, and themselves.
Schools can develop a multi-tiered system of support (MTSS) to address the social, emotional, behavioural, and academic needs of students and staff during and after a crisis. This includes providing trauma-sensitive spaces, social support, coping skills training, and enhancing protective factors to promote recovery.
