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The document provides strategies for educators to address student behaviors associated with trauma and learning loss due to the pandemic. It emphasizes the importance of creating a safe learning environment, managing anxiety, and understanding student behaviors as communication. Additionally, it highlights the necessity of emotional self-regulation for educators to effectively support their students.

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11 views3 pages

PDF Asbatlled

The document provides strategies for educators to address student behaviors associated with trauma and learning loss due to the pandemic. It emphasizes the importance of creating a safe learning environment, managing anxiety, and understanding student behaviors as communication. Additionally, it highlights the necessity of emotional self-regulation for educators to effectively support their students.

Uploaded by

knauffsunny069
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Address Student Behaviors

Associated with Trauma


and Learning Loss
Today’s educators are managing more anxiety and trauma-induced
behaviors in students than ever before, while simultaneously addressing
learning loss created by the pandemic’s inconsistent learning environments.

Managing every type of student behavior is you meet your students where they are, so you
critical to supporting student success and can get them where they need to go. We’ll walk
creating a safe, healthy learning environment. you through strategies to manage student anxiety,
maximize instruction time, and improve your own
The following guide provides evidence-based emotional self-regulation.
strategies from Crisis Prevention Institute to help

© 2022 CPI. All rights reserved.


“Sensing and living inside unsafe environments and experiences
cultivates felt fear instead of felt safety. Fear is the engine rumbling
beneath many of the dysregulated behaviors we observe
in our classrooms, schools, and districts.”
DR. LORI DESAUTELS, contributing CPI education expert

Address Anxiety and Maximize Instruction Time


Opening the doors is step one in returning students to the classroom. The next steps involve addressing
trauma and anxiety caused by the pandemic’s loss of connection, learning loss, and more. Focusing on
these four areas will help cultivate a sense of felt safety as students enter the classroom.

1. Create a good learning environment: establish 3. Rebuild trust: encourage students to share
routines that place students in a consistent, their feelings and concerns and be open to
familiar structure. sharing your own.

2. Listen empathically: give them your undivided 4. Acknowledge your own anxiety: listen
attention and show that you’re prepared to carefully to your anxiety, reflect, and restate
hear them. what your anxiety is telling you.

With anxiety often comes changes in behavior. When disruptive or challenging behaviors occur in the
classroom, our instinct is to immediately respond to the behavior in an attempt to “correct” it. But it’s
important to remember that your role isn’t to fix the behavior, but rather manage it.

Minimizing misbehavior is vital to making the most of your classroom time, but it’s important to first
acknowledge that all behavior is communication then address it in a constructive way in order to help the
student—and his/her peers—move forward successfully. Keep these strategies in mind when planning for
all scenarios.

• Understand Your Students • Stick to a Schedule


Nurture positive relationships with trust and Model timeliness and productivity by staying
understanding. Make sure your nonverbal organized. As you lead by example, this
and paraverbal communication matches your empowers students to make the best use of
message; walk your talk. their time in the classroom.

• Don’t Take Disrespect Personally • Learn to Spot Precipitating Factors


You can’t control what other people do, but you Students often enter the classroom carrying
can control how you respond to disruptive or more than just their textbooks. Learn the causes
challenging behaviors. Use a calm, empathic of challenging behaviors to proactively address
tone to entice the same behavior from students. triggers and prevent disruptions.

• Set Limits Effectively • Use your Physical Presence Thoughtfully


Keep your guidelines simple, clear, reasonable, Your body language can have a powerful effect
and enforceable. Post them prominently and on a student who’s being disruptive. Move
emphasize their importance. mindfully and use your physical presence to take
a supportive stance.

© 2022 CPI. All rights reserved.


The Importance of Emotional Self-Regulation
When a student is struggling, staff support from all angles helps the student feel heard while the team
works to improve the behavior.

But you can’t confidently help students emotionally self-regulate if you are unable to do so yourself. This
starts with balancing the weight of decision-making in the classroom evenly between the emotional brain
and the rational brain. Remember these best practices to ensure you’re set up for success.

Organize your thoughts, often. It’s time for mental math.


Before the start of the school day, write down your When you feel the emotional brain dominating and
plan for the day including goals of what you hope you’re struggling to gather your thoughts, pause; do
to accomplish, along with back-up options if the a simple math problem in your head and then try to
original plan goes awry. pull that logic out once again.

Understand your emotional triggers. Share your feelings with your colleagues.
Know what causes your emotions to kick into Find outlets for your stress and emotions, like talking
overdrive, and plan ways to calm them before they to your colleagues, to help alleviate the mental load
overtake your rational brain. you’re carrying. 
Remember the Integrated Experience.
The Integrated Experience reminds us that our
behavior and emotions influence those around us. It
also serves as a reminder that the only behavior we
can control is our own.

The Integrated Experience


reminds us that our behavior
and emotions influence
those around us

© 2022 CPI. All rights reserved. CPI-NCI-EBK-0415-ED-0822-US 08/22

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