Strategies for Addressing Behavioral Challenges in Education

I have repeatedly used a strategy called the "ecological approach" when working with students at risk. This approach looks at the WHOLE picture and takes into account the difficulties students are having not only in school, but also in their communities and homes. A perfect example of someone who benefitted from this approach is a former student named Isela. She was a junior. Her attendance was poor. She had low grades and often appeared to be very sad. She also had a one-year-old daughter for whom she struggled to find childcare during the school hours. Isela was overly critical of herself regarding everything from her school performance to her abilities and personal appearance. She shared that her mom regularly expressed disappointment in her and was verbally abusive. She avoided relationships because of her fear of rejection, disapproval, and ridicule. I began meeting with Isela regularly and applying several interventions based on an ecological approach. As a result, her problems at home and within her community decreased, her self esteem skyrocketed, her school attendance improved and her grades went from Fs and Ds to Cs. Educators, we have to remember that to be effective in working with students that are in challenging situations, it is important to be informed of ALL the difficulties they are having not only in school, but also in their communities and homes. Only then can we develop empathy and establish a genuine relationship with them.

To break the school discipline to carceral prison cycle, schools must become spaces of healing rather than harm. This requires a fundamental shift in how educators understand and respond to the behaviors of Black and Brown youth, oarticularly those in economically starved neighborhoods (i.e., the red-lined ones). Trauma-informed care must be integrated into every aspect of the educational system, from classroom management to disciplinary policies. Teachers and administrators must be trained to recognize the signs of attachment trauma and respond with empathy rather than punishment. Discipline should focus on restorative practices that seek to repair harm and rebuild relationships rather than exclude and alienate students. Moreover, schools must actively work to dismantle the biases that drive disproportionate discipline. This includes examining and reforming policies that criminalize minor infractions and implementing systems of accountability to ensure that discipline is administered equitably. Culturally responsive teaching practices that honor the identities, histories, and experiences of Black and Brown children are also essential. When children see themselves reflected in the curriculum and feel valued for who they are, they are more likely to engage positively with their education and form trusting relationships with educators. Finally, the broader community must be involved in this process. Schools cannot bear the burden of addressing attachment trauma and its effects alone. Families, community organizations, and mental health professionals must work together to create a support network for Black and Brown youth, offering the stability, care, and understanding they need to thrive. Attachment trauma and harsh school discipline form a toxic cycle that disproportionately harms historically-invisiblized children, pushing them further from success and deeper into the margins of society. To create truly equitable schools, educators must move away from punitive models of discipline and toward trauma-informed, restorative approaches that recognize the humanity and potential of every student. Only then can youth historically neglected heal from the wounds of attachment trauma and chart a path toward educational success and emotional well-being. #APedagogyOfLove #SchooltoPrisonPipeline

De-escalation strategies are vital in creating a safe, supportive, and productive learning environment where students feel valued and understood. When educators proactively use techniques like active listening, validating emotions, and offering choices, they help diffuse tension and prevent conflicts from escalating into disruptive or harmful situations. These approaches not only foster trust but also empower students to develop emotional regulation skills, which are essential for their long-term success. By implementing de-escalation strategies, teachers can shift interactions from reactive discipline to meaningful guidance, reinforcing a culture of respect and collaboration. For example, using a calm tone, maintaining non-threatening body language, and providing structured support can help students navigate challenges without feeling overwhelmed. When students experience patience and empathy from educators, they are more likely to engage positively, take ownership of their actions, and build resilience. Ultimately, de-escalation is not just about managing behavior it’s about cultivating an environment where every learner feels safe, heard, and capable of growth. When educators embrace these strategies, they transform classrooms into spaces of empowerment, fostering emotional intelligence and strengthening relationships that support lifelong learning.

Connect with Challenging Youth These strategies enable one to build positive connections with youth at risk so they can solve problems and develop strength and resilience. 1. Reach out to guarded youth. Rather than wait for problems, one practices “pre-emptive connecting” with wary youth. 2. Avoid a judgmental tone. Two centuries ago, pioneering educator Johann Pestalozzi suggested that the crowning achievement of education was being able to correct a student while at the same time communicating positive regard. 3. Connect in times of conflict. All children have natural brain programs motivating them to attach to trusted persons when they are upset or in trouble. In crisis, the child’s brain is signaling “find somebody who is safe,” but traditional discipline by punishment or exclusion only creates further threat. Conflict and crisis present unparalleled opportunities to build trust, respect, and understanding. 4. Understand behavior. This is not as simple as it might seem. Many behaviors of youth confuse and disturb us, and it is easy to make incorrect assumptions as to “what motivated you to do that?” Intense emotions overwhelm children’s ability to think and act rationally. They need someone who can help them identify, understand, and sort out their feelings and thinking. 5. Clarify challenging problems. The human brain is designed to make meaning out of chaos and confusion. This usually does not require formal counseling but an understanding mentor who can help a youth sort out “what happened.” These conversations give us a window on the youth’s private logic and goals. . Resolving problems is the foundation for building resilience. 6. Restore harmony and respect. Inner conflict and interpersonal discord trigger painful emotions in the brain. We help youth resolve problems and restore harmony. Traditional discipline uses pain-based methods to motivate change. Restorative methods seek to restore broken bonds and build a climate of mutual respect. --- Larry K. Brendtro, PhD