We’ve All Been There
The classroom dynamic shifts, tension rises, and a student exhibits challenging behaviour. Our immediate instinct might be to stop the behaviour, to manage the situation quickly. But effective de-escalation, the kind that truly supports the student and restores calm, requires more than just a reaction. It demands understanding. Before we can effectively de-escalate, we need to pause and consider: Why is this behaviour happening?
Understanding the root cause, or the function, of a student’s behaviour is paramount. Behaviour doesn’t occur in a vacuum; it’s a form of communication, often signalling an unmet need or an inability to cope with a specific situation. Trying to de-escalate without grasping the underlying reason is like trying to fix a leaking pipe by just mopping the floor – you might manage the immediate symptom, but the problem persists.
Why Does the ‘Why’ Matter So Much?
- Tailored, Effective Strategies: Knowing the function allows for targeted interventions. A student acting out to escape a difficult task requires a different approach than a student seeking attention, even if the outward behaviour looks similar. For instance, offering a break might help the student overwhelmed by a task, but it could inadvertently reinforce the behaviour of a student seeking to avoid work. Conversely, giving attention (even negative) might escalate a situation if the function is escape, but could be part of the solution if the function is attention-seeking, provided it’s channelled appropriately. Research consistently highlights that interventions are most effective when matched to the identified function of the behaviour (Gresham et al., 2004).
- Building Trust and Relationships: When we seek to understand why a student is struggling, we shift from viewing them as ‘disruptive’ to seeing them as a child communicating distress or need. This empathetic approach is fundamental to building trust. Students are more likely to respond positively to de-escalation attempts from adults they perceive as trying to help, rather than simply control them. This relational aspect is key; successful de-escalation often hinges on the pre-existing relationship and the student’s feeling of safety and understanding (Richmond, 2018).
- Preventing Future Escalation: Understanding the triggers and underlying causes helps us not only manage the current situation but also implement proactive strategies. If we know a student becomes overwhelmed during noisy transitions (sensory overload) or when faced with complex instructions (escape/avoidance), we can adapt the environment or our approach to prevent the challenging behaviour from occurring in the first place. This aligns with principles of Positive Behaviour Support (PBS), which emphasize understanding function to create supportive environments and teach alternative skills (Carr et al., 2002).
Common Functions of Behaviour:
Let’s start with functions of behaviour. Although these give in insight, context is everything. Other aspects of medication, trauma, learned responses and general health also play a part in the process.
While every child is unique, challenging behaviours often serve one or more common functions:
- Escape/Avoidance: Trying to get away from something unpleasant (a task, person, noise, demand).
- Attention: Trying to get attention from peers or adults (positive or negative).
- Tangible: Trying to get a preferred item or activity.
- Sensory: Trying to gain or avoid sensory input (e.g., rocking, flapping, avoiding touch or noise).
Putting Understanding into Practice:
So, next time a challenging situation arises, take a breath. Observe. Ask yourself: What happened just before? What might the student be trying to communicate? What need might be unmet?
- Is the work too hard? (Escape) -> Offer support, break down the task, check for understanding.
- Are they feeling ignored? (Attention) -> Provide positive attention for desired behaviours later, use planned ignoring for minor disruptions if appropriate, ensure connection time.
- Are they overwhelmed by noise? (Sensory/Escape) -> Offer a quiet space, headphones, reduce environmental stimuli.
- Do they want a specific toy? (Tangible) -> Clarify rules, use timers, teach waiting or asking appropriately.
De-escalation isn’t a magic trick; it’s a skill built on observation, empathy, and understanding. By focusing on the ‘why’ behind the behaviour, we move beyond simply managing disruptions towards genuinely supporting our students’ needs, fostering a calmer classroom, and building stronger relationships. It’s a shift that benefits everyone.
Want to learn more about debriefing training?
Get in touch with JL Academy Ltd to discuss training options. We offer tailored programmes to meet your organisation’s specific needs. Contact us today to find out how we can help you implement effective debriefing practices in your workplace.
James Hourihan BScEcon, MScEcon, FRSA, MIoD
References
- Carr, E.G., Dunlap, G., Horner, R.H., Koegel, R.L., Turnbull, A.P., Sailor, W., Anderson, J.L., Albin, R.W., Koegel, L.K. and Fox, L. (2002) ‘Positive behavior support: Evolution of an applied science’, Journal of Positive Behavior1 Interventions, 4(1), pp. 4–16. doi: 10.1177/109830070200400102.
- Gresham, F.M., McIntyre, L.L., Olson-Tinker, H., Dolstra, L., McLaughlin, V. and Van, M. (2004) ‘Functional behavioral assessment: Principles, procedures, and future directions’, School Psychology Review, 33(2), pp. 192–210.
- Richmond, D. (2018) Teacher’s guide to behaviour management. SAGE Publications Ltd.
