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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
Find peace in the classroom with practical strategies for managing student behavior challenges
In Their Best Behavior: Practical Strategies for 10 Common Classroom Challenges, seasoned educator Allie Szczecinski presents a lifeline for teachers overwhelmed by disruptive classroom behavior. The book addresses common problems and offers concrete, actionable strategies based on special education principles to manage student behavior effectively. With examples drawn from real-life classroom scenarios, Szczecinski illustrates how to diffuse disruptions and foster an environment conducive to learning.
This invaluable guide transcends typical behavior management tactics by focusing on child-affirming and teacher-centric approaches. From tackling common issues like backtalk and aggression to handling work refusal and disengagement, Their Best Behavior equips you with the tools you need to restore calm and order to your classrooms.
Inside the book:
- Gain insights into managing the ten most common elementary classroom behavior challenges
- Learn techniques backed by special education principles for a wide range of elementary settings
- Discover strategies that go beyond punitive measures to create a supportive and effective classroom environment
Their Best Behavior is an essential read for elementary school teachers seeking support and strategies to manage challenging classroom behavior. Special education teachers, school leaders, and educators in need of practical solutions will find this book an instrumental resource in their professional development journey, helping them to foster a positive and productive learning atmosphere.
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Seitenzahl: 342
Veröffentlichungsjahr: 2025
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Table of Contents
Cover
Table of Contents
Title Page
Copyright
Dedication
Foreword
Introduction
Why Challenging Behaviors Happen
What You'll Find in Each Chapter
The Final Chapter: The Elephant in the Room
Wait, Who are You?
Why This Book Matters
CHAPTER ONE: Eloping
Understanding and Addressing Student Elopement
Why Language Matters
Elopement: Not Just Running, But Escaping
Understanding Elopement and Emotional Regulation
Proactive Strategies to Address Elopement
What Happens When Students Elope? What Do I Do?
The Role of Relationships in Preventing Elopement
A Collaborative Approach
Case Study #1
Case Study #2
CHAPTER TWO: Back Talk
Understanding Behavior as Communication
Building a Toolbox for Support
Proactive Strategies and Examples
The Power of Proactive and Restorative Approaches
Case Study #1
Case Study #2
CHAPTER THREE: School Refusal
Understanding School Refusal
Building a Supportive Relationship
Warning Signs: What to Look For
When Proactive Strategies Aren't Enough: Reactive Strategies for School Refusal
The Power of Proactive and Reactive Strategies
Case Study #1
Case Study #2
CHAPTER FOUR: Helplessness
Helplessness and Emotional Regulation
Causes and Triggers of Helplessness in Students
Proactive Strategies for Addressing Helplessness
Creating an Environment that Fosters Problem‐Solving
Monitoring Progress and Adjusting Strategies
Conclusion: Empowering Students Through Small Wins and Big Support
Case Study #1
Case Study #2
CHAPTER FIVE: Disruptive Behavior
Recognizing Disruptive Behavior as a Barrier to Learning and Engagement
Defining Disruptive Behaviors and Their Manifestations
Consequences of Disruption on Learning and Teaching
Techniques for Managing Disruptive Behavior
Common Challenges in Managing Class Disruptions
Conclusion
Case Study #1
Case Study #2
CHAPTER SIX: Anxiety
Recognizing Anxiety as a Barrier to Learning
Common Manifestations of Anxiety in the Classroom
Addressing Anxiety in the Classroom
Creating an Anxiety‐Friendly Classroom
Case Study #1
Case Study #2
CHAPTER SEVEN: Aggression
Recognizing Aggression as a Barrier to Learning and Engagement
Causes and Triggers of Aggression in Students
Supportive Strategies for Addressing Aggression
Common Challenges in Addressing Aggression
Conclusion
Case Study #1
Case Study #2
CHAPTER EIGHT: Inattention
Recognizing Inattention as a Barrier to Learning and Engagement
Causes and Triggers of Inattention in Students
Supportive Strategies for Addressing Inattention
Common Challenges in Addressing Inattention in the Classroom
Conclusion
Case Study #1
Case Study #2
CHAPTER NINE: Dishonesty
Recognizing Dishonesty as a Barrier to Learning and Engagement
Causes and Triggers of Dishonesty in Students
Supportive Strategies for Addressing Dishonesty
Common Challenges in Addressing Dishonesty in the Classroom
Conclusion
Case Study #1
Case Study #2
CHAPTER TEN: Bullying
Recognizing Bullying as a Barrier to Learning and Engagement
Causes and Triggers of Bullying Behavior
Supportive Strategies for Addressing Bullying
Common Challenges in Addressing Bullying in the Classroom
Conclusion
Case Study #1
Case Study #2
CHAPTER ELEVEN: The Elephant in the Room
The Impact of Vicarious Trauma
Taking Care of Basic Needs
Tapping Out: Knowing When to Ask for Help
Common Challenges in Addressing Exhaustion
Supportive Strategies for Addressing Exhaustion
Conclusion
Acknowledgments
About the Author
References
Index
End User License Agreement
Guide
Cover
Table of Contents
Title Page
Copyright
Dedication
Foreword
Introduction
Begin Reading
Acknowledgments
About the Author
References
Index
End User License Agreement
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Their Best Behavior
Practical Strategies for 10 Common Classroom Challenges
Allie Szczecinski, M. Ed.
Copyright © 2025 by John Wiley & Sons, Inc. All rights reserved, including rights for text and data mining and training of artificial technologies or similar technologies.
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Published by John Wiley & Sons, Inc., Hoboken, New Jersey.
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Author Photo: Courtesy of the Author
To all of the students who are called “bad,” “difficult,” or “impossible,” you deserve the world. For all the teachers who are told, “you're not doing enough.” This book is for you.
Foreword
Education is about transformation. It's about shaping minds, nurturing curiosity, and igniting a belief in every student's potential. Yet, as any seasoned educator will tell you, teaching can be as challenging as it is rewarding. From the pressures of lesson planning and grading to managing the complex classroom dynamics, educators are often stretched thin. This book, written by Allison Szczecinski, is a powerful resource for anyone who has ever felt overwhelmed by the daily realities of teaching, especially when addressing challenging behaviors.
As someone who has spent my career supporting and developing teachers, I know firsthand the importance of mentorship and growth. As the Director of Mentoring, Teacher Development, and Alumni Relations at the Golden Apple Foundation, I am constantly reminded of the critical role mentorship plays in strengthening the teaching profession. Allison's own journey as an educator embodies the essence of this mission. A 2006 Golden Apple Scholar, Allison's experience in special education, from working in Chicago Public Schools to supporting vulnerable students at the Rice Education Center, has equipped her with a deep understanding of the unique challenges teachers face in today's classrooms.
Her journey, however, isn't just about her credentials. It's about the resilience and empathy she brings to her students, especially those who are often labeled “bad,” “difficult,” or “impossible.” Her book speaks directly to these students, the ones for whom the system can feel like a constant struggle. It's also for the teachers who are told, “you're not doing enough,” offering them not just validation but practical tools to help them succeed.
In this book, Allison breaks down 10 specific types of challenging behavior commonly encountered in classrooms. Each chapter is an exploration of why these behaviors occur—whether rooted in trauma, anxiety, or unmet needs—and provides actionable strategies to address them. Whether it's elopement, aggression, or school refusal, the solutions are grounded in real‐world classroom dynamics and supported by research from experts like Dr. Lori Desautels, Dr. Bruce Perry, and Dr. Marc Brackett.
But this book isn't just about handling behaviors; it's also about the caregivers—teachers themselves. In the final chapter, Allison focuses on the importance of self‐care, encouraging educators to recharge and set boundaries. As she rightly reminds us, teaching is not about perfection but about resilience, compassion, and continuous growth.
For those just beginning their teaching careers or those navigating the everyday struggles of managing classroom behavior, this book is for you. It's a guide, a tool kit, and a source of inspiration. Most importantly, it's a reminder that teaching is a calling, and by caring for both our students and ourselves, we can rise to meet that call with passion, purpose, and lasting impact.
Rozy Patel
Director of Mentoring, Teacher Development, and Alumni Relations
Scholars and Accelerators Programs in Illinois
Golden Apple Foundation
Introduction
Let's face it: Teaching is not for the faint of heart. There's a unique kind of exhaustion that comes with being both an educator and a classroom manager. As a seasoned educator myself, I am not here to sugar coat our profession. Some days, you feel like you're juggling a dozen roles at once—mentor, mediator, counselor, and, yes, sometimes even referee. Between lesson planning, grading, and building meaningful connections with your students, navigating the endless stream of behavioral challenges can feel overwhelming. The outbursts, disruptions, and conflicts? They're just the cherry on top of an already full plate.
You're not alone in this. And guess what? There's no such thing as a perfect classroom. Managing challenging behaviors isn't about being a perfect teacher—it's about having the right tools, strategies, and mindset to support your students while keeping your own well‐being intact. This book was created as a practical guide for educators who find themselves managing difficult behaviors daily.
Throughout this book, we'll dive into 10 specific types of challenging behavior that are all too common in classrooms. Each chapter will break down one behavior, explore the possible triggers and root causes, and—most importantly—give you tangible strategies for addressing it. Each chapter has two case studies of seeing these behaviors and their strategies in action. The idea is to help you better understand why these behaviors happen and offer some go‐to methods to create a classroom that feels manageable and positive for both you and your students.
And because we know that handling challenging behaviors can take a serious toll on your mental and emotional health, we're ending the book with a final chapter that's all about you. We'll talk about self‐care, setting boundaries, and finding ways to recharge because you are a person, not a superhero, and we all need space at the end of the day.
Why Challenging Behaviors Happen
Before we dive into each specific behavior, let's take a step back and look at the bigger picture. Why do challenging behaviors happen? Often, what we see as “bad” behavior is really just a way for students to communicate something they might not have the words for. Dr. Lori Desautels, an expert in educational neuroscience, talks about how behaviors are a form of communication. I know we have all heard this statement a time or two, but when we actually sit in it for a minute to consider what it really means, it's incredibly powerful. When a student is acting out, it's not just about defiance or disruption—it's their way of saying, “Hey, something isn't right here.”
Dr. Bruce Perry, a leading voice in childhood trauma, emphasizes that many behaviors are actually rooted in a dysregulated nervous system. For students who've experienced trauma or chronic stress, their brains might be in survival mode, which makes them hypervigilant, impulsive, or prone to outbursts. They're not trying to be difficult; their brains are just currently wired to respond to stress in ways that can make learning really tough.
And then there's anxiety, something we're seeing more and more in students of all ages. Dr. Marc Brackett, from the Yale Center for Emotional Intelligence, highlights the fact that emotions drive behavior, and when anxiety takes over, it can manifest as avoidance, aggression, or even perfectionism. Sometimes, the kids who seem to be the most challenging are the ones who are struggling the most internally.
What You'll Find in Each Chapter
Each chapter in this book will tackle one specific behavior. These behaviors might look a little different from one student to the next, and there's no one‐size‐fits‐all solution. But by understanding the causes and having a range of strategies to try, you'll be better equipped to support your students without losing your mind in the process.
Here's a peek into the next chapters:
Eloping (Running Away)
Few things are as stressful as a student running out of the classroom or even off school grounds. In this chapter, we'll talk about why eloping happens and how to create a classroom environment that minimizes the triggers for students who bolt when they feel overwhelmed. We'll also explore how to keep your students safe while building trust with the ones who are most likely to flee.
Back Talk
It's not just about sass (though sometimes it feels that way). When students talk back, there's usually something deeper going on—whether it's a need for autonomy or a struggle with authority. We'll look at strategies to de‐escalate these power struggles, give students the control they need, and still keep your classroom running smoothly.
School Refusal
This is a big one. When a student simply refuses to come to school, it can be a nightmare for teachers and parents alike. In this chapter, we'll break down what might be causing school refusal and how to work with the student, their family, and the school team to get them back into the classroom—one step at a time.
Helplessness
Ever had a student who gives up before they even start? Helplessness can be incredibly frustrating to deal with because no amount of encouragement seems to help. We'll explore ways to re‐engage these students, build their confidence, and help them develop the skills they need to succeed—without becoming too reliant on adult help.
Disruptive Behavior
Disruptions can take all kinds of forms—talking out of turn, making noises, distracting others—but the result is the same: The whole class gets thrown off. We'll dive into the root causes of disruptive behavior and talk about how to create a classroom that keeps students engaged and focused, minimizing the need for constant redirection.
Anxiety
Anxiety doesn't always show up the way you might expect. Sometimes, it looks like perfectionism and other times like avoidance or even outbursts. In this chapter, we'll look at how anxiety affects students' ability to learn and participate, and we'll talk about simple, effective strategies to help students manage their anxiety in the classroom.
Aggression
Dealing with aggression—whether it's physical or verbal—is tough for everyone involved. We'll explore why aggression happens, how to de‐escalate situations before they get out of hand, and how to teach students safer and healthier ways to express their frustration and anger.
Inattention
Whether it's caused by ADHD, anxiety, or something else, inattention can seriously impact a student's ability to learn. We'll talk about ways to structure your classroom to support focus, provide appropriate sensory outlets, and help students develop their self‐regulation skills.
Dishonesty
Lying can be a tricky behavior to address because it's often a defense mechanism. In this chapter, we'll talk about why students might resort to dishonesty and how to create an environment that encourages honesty, accountability, and trust.
Bullying
Bullying is a beast that takes many forms—physical aggression, social exclusion, online harassment—and it can have devastating effects on both the victim and the perpetrator. We'll explore strategies for addressing bullying in your classroom while fostering a culture of kindness, inclusion, and mutual respect.
The Final Chapter: The Elephant in the Room
I know more than most that managing challenging behavior day in and day out can leave you feeling completely drained. That's why the last chapter in this book is dedicated to you, the teacher. We'll explore how to take care of yourself while navigating the ups and downs of classroom behavior. Kristin Souers and Pete Hall, who work extensively in fostering resilient learners, remind us that self‐care isn't a luxury; it's a necessity. When you're taking care of your mental, emotional, and physical health, you're better able to show up for your students.
We'll dive into practical strategies for managing stress, finding balance, and setting boundaries. We'll talk about vicarious trauma, tapping into your support network, and building routines that help you recharge—because when you're at your best, your students benefit, too.
Wait, Who are You?
Before I get too in the weeds here, I should introduce myself. My name is Allie Szczecinski. I'm Polish by association, hence the intense amount of consonants together in my surname. (Fun fact, Szczecin is a beautiful city in Poland, so my last name means “of Szczecin” in the Polish language!) I am the daughter of a special educator as my mom taught children with disabilities for decades here in Illinois. I grew up fascinated by her work and found myself always championing my peers with disabilities in school. It was a surprise to no one when I began my freshman year at Illinois State University as a special education major and never looked back. Over the years, I have taught in huge urban districts, suburban schools, and residential treatment facilities. From supporting children in self‐contained settings with limited verbal abilities, AAC devices, and alternate curriculums to emotional behavior disorders and getting a crash course in the foster care system, I haven't quite seen it ALL, but I've seen a lot. I have worked with teachers in schools with extremely limited resources and also in schools with some of the highest property taxes in the nation. I have found that regardless of where you teach, children of all levels of need will be found at your school. All children deserve high‐quality, excellent teachers, and all teachers deserve to have access to the right tools to be that kind of professional for children without sacrificing their own well‐being.
Why This Book Matters
So, why another book on behavior management? Because classrooms are ever‐evolving and so are the challenges we face as educators. Each student is different, each behavior is different, and the solutions that work for one class might not work for the next. This book isn't about turning you into a perfect teacher with perfect students—because that's just not realistic, and it doesn't exist. It's about giving you practical, research‐based strategies that you can implement right away, helping you navigate the daily challenges of teaching while keeping your own well‐being in mind.
As you read through this book, remember to give yourself some grace. No one has all the answers, and teaching is a constant process of learning, adapting, and growing. But with a proactive mindset, a compassionate heart, and a well‐stocked toolbox of strategies, you can create a classroom environment where both you and your students can thrive.
Let's tackle these tricky behaviors together so we can stop saying we're always “teacher tired.” We've got this!
CHAPTER ONEEloping
Understanding and Addressing Student Elopement
Ah, student elopement. No, I don't mean secretly getting married—though that sounds intriguing! I mean students who run away—from the area, from the setting, from the classroom, from the building. It's one of those behaviors we generally cannot ignore and is incredibly disruptive to student learning.
And yeah, language matters. I'm not trying to sound lofty or important by calling fleeing “elopement.” I call it this because it's a more respectful way to discuss this behavior. After all, that's what it is, a behavior students exhibit. I also refrain from calling a student “a runner.” I hear so many educational teams using this term to describe children, and it's an unfortunate label that doesn't sit well with me. So what do I say instead? “A student who tends to elope when _________.” Did you catch what I did there? “A student who tends to elope when _________.” That when? That's the secret sauce.
Why Language Matters
Labeling students can create fixed mindsets not only in educators but also in the students themselves. Dr. Marc Brackett, director of the Yale Center for Emotional Intelligence, stresses the importance of labeling emotions and behaviors in ways that don't pigeonhole students. When a child is labeled “a runner,” the focus is placed on a behavior rather than the underlying cause. Labeling a student in this way can also affect how other teachers and students perceive the child. It becomes the defining feature of their identity within the school setting, leading to an over‐simplified understanding of complex behavioral challenges.
Instead, describing a student's behavior in terms of triggers—like “a student who tends to elope when overwhelmed or anxious”—keeps the focus on the root cause and opens the door for solutions. It humanizes the behavior and reminds us that elopement is often a signal that a student's emotional needs are not being met. This is an important distinction because how we talk about behavior can shape how we address it.
Elopement: Not Just Running, But Escaping
While it may seem that a behavior like eloping can often come out of left field, there is always a reason why a student is running away from an area. Sometimes, the “why” is obvious—perhaps the child is overwhelmed by a difficult task, experiencing sensory overload, or reacting to a peer conflict. Other times, the root cause can feel trickier to pinpoint, but it's there. Elopement is an attempt to escape something, whether it's an overwhelming feeling, a stressful situation, or an unmet need.
Dr. Lori Desautels, an expert in educational neuroscience, emphasizes that behaviors like elopement are often a student's attempt to regulate overwhelming and uncomfortable emotions. According to her, when students flee, they are not being defiant but are experiencing a neurological response to stress or anxiety. This perspective helps educators reframe their approach, seeing elopement as a cry for help rather than mere misbehavior. By acknowledging the brain's role in behavior, educators can design interventions that address the underlying needs of students, like providing a sense of safety and control.
Understanding Elopement and Emotional Regulation
To gain a deeper understanding of elopement, it's crucial to delve into the concept of emotional regulation. Dr. Bruce Perry, a leading expert on childhood trauma, highlights that students who exhibit elopement behaviors often have difficulty regulating their emotions. These students may have heightened stress responses that are triggered by factors that seem minor to others but are deeply overwhelming to them.
For example, students might elope when they are asked to participate in a group activity because the social dynamics of group work trigger feelings of anxiety. Other students might elope during a noisy transition between subjects because the sensory overload is too much for them to handle. Understanding these triggers is key to addressing elopement behavior.
Dr. Marc Brackett suggests that creating emotionally supportive environments can significantly reduce challenging behaviors like elopement. He emphasizes the importance of teaching students emotional regulation skills, enabling them to articulate their feelings rather than resorting to elopement. Schools that integrate emotional intelligence into their curricula see improvements in student behavior, including a reduction in elopement incidents. His work highlights the importance of fostering emotional awareness and regulation in students as a proactive strategy to prevent elopement from happening.
Proactive Strategies to Address Elopement
Here are three proactive strategies educators can utilize to address student elopement:
Replace the Behavior
Providing a replacement behavior is the most essential intervention for children that's eloping from the classroom. We need to figure out what is causing children to leave and find a safer, more effective way for them to meet that same need.
Dr. Ross Greene, author of The Explosive Child, suggests that understanding the student's unmet needs is crucial for effective behavior intervention. If students are eloping because they are trying to escape work demands, an effective replacement behavior would allow them to exit the work in a structured way. This might look like giving children a break card system or creating a designated calm corner where they can retreat without physically leaving the classroom.
For example, if students feel overwhelmed during math, instead of fleeing, they could be taught to hand the teacher a break card, signaling that they need five minutes in a calm corner. This intervention allows children to achieve the same goal—escaping the situation—but in a safer, more constructive way. Even if children spend a significant amount of time in the calm corner initially, it's far safer and more ideal than escaping the classroom altogether. Over time, the goal is to gradually reintroduce children to the task as they develop coping mechanisms and emotional regulation skills.
Provide and Embed Choices
We need to face it: No matter how much play and creativity are involved in childhood, it can feel incredibly hard to be a kid. Students are constantly being told what to do, how to do it, and when to do it. For some students, this lack of autonomy can be overwhelming, leading them to escape situations where they feel powerless.
Offering controlled choices throughout the day can give students an element of control and meaningful independence. Having even a small “say” in how the day unfolds can be transformative for a student's mindset. Dr. Desautels suggests that offering students choices helps them feel empowered and reduces the likelihood of escape behaviors. When students feel more in control of their day, they are less likely to engage in elopement.
For example, you might offer students the choice of which activity to complete first, what type of writing utensil to use, or where to sit during independent work time. While it may seem trivial to us, these small choices give students a sense of agency, making it less likely that they will feel the need to flee from a situation where they perceive they have no control.
Structure the Day—with Student Input
Some of the most insightful information regarding student behavior comes straight from the students themselves. When setting up the day, it's important that students—especially those who are prone to eloping—know the schedule for the day and can see it visually.
Dr. Brackett emphasizes the importance of predictability in helping students manage their emotions. Having a written schedule helps ground students, giving their nervous system something to rely on. For students prone to elopement, knowing when a break is coming up can help them stay focused, knowing they'll get a break soon. For example, if students can see that in 30 minutes there's a brain break, they may be able to push through the current task.
Allowing students to have input in the schedule can also be powerful. For example, you might ask students, “Where in our schedule do you think you might need a brain break today?” Giving students this voice not only helps them develop self‐awareness but also helps them feel a sense of ownership over their day.
What Happens When Students Elope? What Do I Do?
One of the most common and nerve‐wracking questions educators ask about elopement is, “What do I do when a child bolts from the classroom?” It's a question that doesn't have one easy answer because elopement situations vary so much depending on the student, the school's protocols, and the context.
Dr. Desautels emphasizes that remaining calm and avoiding escalating the situation is critical. Chasing students can sometimes escalate their anxiety or encourage the behavior if they are seeking attention. However, we also have a duty to ensure the safety of the student and others.
Here are a few steps to consider when a student elopes:
Ensure the Safety of the Other Students:
If you are the only adult in the room, ensure that the other students are safe and supervised. You might assign a trusted student as a peer leader while you briefly follow the eloping student or use a walkie‐talkie to communicate with school support staff for immediate help.
Avoid Engaging in a Chase:
Chasing students can heighten their stress response or turn the situation into a game. Instead, try walking at a calm, steady pace and using a gentle, non‐threatening voice to remind them that they are safe and that you are there to help them.
Communicate with Support Staff:
Know your school's protocols for handling elopement. Many schools require teachers to alert the principal, counselor, or another staff member when a child elopes. This ensures that the situation is monitored and the necessary precautions are taken to ensure the student's safety.
Follow the Student's IEP or Behavior Plan:
If the student has a behavior plan or IEP that addresses elopement, follow the steps outlined in the plan. This might involve offering the student a break in a designated area or contacting a specific staff member for assistance.
The Role of Relationships in Preventing Elopement
A key element that cannot be overlooked in managing elopement is the relationship between the teacher and the student. Dr. Ross Greene emphasizes that strong relationships can serve as a protective factor against behaviors like elopement. When students feel understood and connected to their teachers, they are more likely to seek help rather than flee when they're overwhelmed.
As a former special education teacher, I know firsthand the anxiety that comes with a student leaving the classroom. It often feels like a failure—that somehow your relationship with those children wasn't strong enough to keep them within the classroom walls. However, building strong relationships is a process that takes time. Regular, intentional check‐ins with the students and making space for them to express their feelings are critical in building trust and preventing future elopement.
A Collaborative Approach
Elopement is a complex behavior that requires a multifaceted approach. It's not just about keeping students physically safe but also emotionally secure. By understanding the emotional and neurological roots of elopement, providing proactive strategies, and working collaboratively with the entire school team, we can support students in managing their feelings and behaviors more effectively. Remember, elopement is not a failure—it's an opportunity to understand our students on a deeper level and provide them with the support they need to thrive.
Case Study #1
Ethan is a 10‐year‐old 5th‐grade student at Meadowbrook Elementary School. Known for his curiosity and creativity, Ethan excels in hands‐on subjects like science and art. Ethan received Multi‐Tiered System of Supports (MTSS) services for behavior and was in a few behavioral skill groups from K‐3 grade. His behavior always improved with Tier 2 interventions, and he never needed more intensive support. However, teachers since kindergarten have noted that Ethan has always struggled with emotional regulation, particularly when faced with overwhelming stimuli or challenging tasks. He perceives reading as very challenging and often appears highly triggered by making mistakes. This often leads to a concerning behavior: elopement. When Ethan feels overwhelmed, he leaves the classroom without permission, seeking refuge in quieter areas of the school, such as the library. When the weather is clear, Ethan has been known to run out the back door of the school and hide underneath parts of the school playground.
About MTSS
The Multi‐Tiered System of Supports (MTSS) is a comprehensive framework designed to address the academic, behavioral, and social emotional needs of all students through a tiered approach. It provides a structure for educators to deliver support at varying levels of intensity based on student needs.
Tier 1 focuses on high‐quality, universal instruction and proactive strategies that benefit every student. For students needing additional assistance, Tier 2 offers targeted interventions in small groups, while Tier 3 delivers intensive, individualized support.
The MTSS emphasizes data‐driven decision making, collaboration, and continuous monitoring to ensure that all students receives the right level of support for their success at school.
Identifying the Problem
Ethan's elopement poses fairly significant safety risks and disrupts both his learning and that of his peers. His elopement began when new reading centers were introduced toward the end of his 4th grade year. Since starting 5th grade, Ethan eloped 6 times in 2 weeks. The school staff, including his teacher, Ms. Johnson, the school counselor, Mr. Lee, and the principal, Ms. Garcia, recognized the need for a proactive approach to address Ethan's elopement.
Initial Observations
Ms. Johnson noted that Ethan's elopement typically occurred during reading tasks, including word problems in math, literacy tasks, and during classroom book clubs. The behavior seemed to be an escape mechanism, allowing him to avoid uncomfortable emotions when reading became challenging. It also seemed as though Ethan was especially overwhelmed when peers witnessed a mistake he made while reading.
Problem‐Solving Approach
The school's problem‐solving team decided on a multi‐faceted approach to help Ethan manage his emotions and reduce elopement incidents. This plan included creating a supportive classroom environment, teaching coping strategies, and establishing a personalized intervention in the form of a classroom calm corner.
Team Collaboration
Ms. Johnson (5th grade teacher):
Focused on classroom strategies and implementing the calm corner.
Mr. Lee (School Counselor):
Worked with Ethan on emotional regulation and coping skills.
Ms. Garcia (Principal):
Provided administrative support and ensured school‐wide safety protocols were in place.
Creating the Calm Corner
The calm corner was designed to be a welcoming space for all students, promoting emotional regulation and offering a break from classroom stressors. However, it included personalized elements tailored to Ethan's needs.
Design and Features
Location:
A quiet corner of the classroom away from high‐traffic areas.
Seating:
A comfortable bean bag chair and soft cushions.
Visuals:
Posters with calming strategies that Ethan was pre‐taught by Mr. Lee, such as deep breathing exercises and positive affirmations.
Tools:
A set of noise‐canceling headphones, a visual timer, stress balls, and fidget toys.
Personalized Items for Ethan:
A small journal for writing or drawing his feelings.
A photo album with pictures of his family and pets.
A playlist of calming music he can listen to with headphones.
Implementing the Intervention
With the calm corner ready, the team introduced the concept to Ethan and the entire class. The goal was to normalize the use of the calm corner as a tool for anyone feeling overwhelmed, thus reducing any stigma associated with its use.
Educating the Class
Ms. Johnson held a class meeting to introduce the calm corner. She explained that everyone experiences stress and emotions in different ways, and having a dedicated space to manage those feelings is important. The class discussed how they might use the calm corner, and Ms. Johnson encouraged students to share their thoughts and ideas. Across the introductory week, all students had an opportunity to explore the calm corner for 5 minutes each while adhering to the expectations for the calm corner that the class developed together.
Personalized Plan for Ethan
Mr. Lee worked with Ethan to develop a personalized plan for utilizing the calm corner. They created a signal that Ethan could use to indicate when he needed to use the calm corner. This nonverbal cue helped Ethan communicate his needs without disrupting the class. The cue also allowed for Ms. Johnson to see that Ethan was experiencing high stress, and that when she was available, he'd like her to check in with him. Ethan expressed that it helped when Ms. Johnson was able to support him when he was overwhelmed. This personalized plan acted as the replacement behavior, and this was explained to Ethan.
Monitoring Progress
The team closely monitored Ethan's use of the calm corner and overall behavior for 4 weeks. They met weekly during this time to discuss observations and make any necessary adjustments to the intervention.
Initial Challenges
Initially, Ethan was hesitant to use the calm corner. He shared with Mr. Lee that he feared it might draw attention to his struggles. To address this, Ms. Johnson discreetly encouraged its use and modeled the behavior by using the corner herself when feeling stressed. She also publicly suggested it to students regularly who were frustrated by assignments or feeling really energetic after recess or physical education (PE) class, as well as reminding students of it before starting tricky tasks.
Positive Developments
Over time, Ethan began to use the calm corner more frequently. He reported feeling more in control of his emotions and liked having a designated space to regroup. His instances of elopement decreased significantly, and he started to articulate his feelings more effectively after having space and time to decompress and regulate.
Adjustments and Future Steps
Based on data collection and talking to Ethan for anecdotal evidence, the team identified areas for further improvement and expansion.
Continuous Support for Ethan
Ongoing Counseling:
Mr. Lee slotted Ethan into an existing skills group related to coping skills and emotional regulation.
Increased Independence:
The team encouraged Ethan to suggest additional personal items or strategies for the calm corner, to help foster a sense of ownership and build his self‐management and self awareness skills.
Reading Intervention:
The team took careful time to review Ethan's reading scores to ensure nothing was missed in his performance. While his reading scores fall into the average range, it was noted that he should continue to be monitored regularly to ensure that his emotional struggles aren't related to a deficit in reading that should be supported.
