Stressed Schools & Stressed Students: What Should Teachers Know - What Can Teachers Do?

Upon entering a school in a stressed community with which I was working some years back, I was greeted by the sound of a teacher on the next floor up screaming so loudly at an older elementary aged child I could hear about every word.

When I went upstairs and walked by, I saw incredible anger and humiliation in the child’s eyes. While an aggressive response by that student towards the teacher would not have been at all acceptable, it certainaly would have been understandable.

At another school in a very different stressed community some years later, I was sitting on a classroom floor talking to a younger elementary aged child who had suddenly become very disruptive then rolled herself into a tight little ball. She lived in a very high stress household which apparently had experienced a lousy previous night.

I was slowly settling her down, drawing her back and getting her to talk to me when the school Principal – and a very good Principal – stuck his head in to ask if he could help and/or if he should walk in for a few minutes. I encouraged him to come say ‘hi’ knowing how much he cared about and…about always…supported his students.

Unhappily, his first statement was a threat to send her home for ‘misbehavior.’

That caused her to instantly re-escalate to include almost uncontrolled crying. When I whispered a reminder of her circumstances to include that a point I’d been emphasizing was that the school was her truly ‘safe (and trusted) place,’ he returned to the very helpful interactive style I’d expected. About a half hour later, she was back to full participation in her classroom.

Sending her home; in essence, punishing this innocent victim of a high stress environment which, in this circumstance, was her home as if she were to blame would have also only greatly increased the likelihood that same behavior would/will repeat in school very soon.

Teaching is hard; teaching highly stressed and often traumatized students living in stressed communities brings still more challenges and frustrations.

But screaming at, humiliating, giving constant rebukes, reprimands, threats and punishing students for that which, often, is not even under their control is neither ‘best practice’ in education nor components of any existing instructional curriculum or classroom management system of which I am aware.

An often sad reality is that many of our students live in high stress environments outside of school. Sometimes it is a result of family/caregiver behavior. Far more often, however, the child's reality is a result of broader conditions in their communities where parents and caregivers alike are equally victimized while doing the best they possibly can to care for their children.

The common denominator is that across each of these conditions, it is the child who remains the one certain innocent victim.

In being disapproving to and of the child, schools unknowingly ‘Blame the Victim.’ The child is then far more likely to live up to such low expectations and constantly confrontational circumstances as the school becomes but one more ‘brick in the (child’s) wall.’ (Did I just give away my age??) And children will routinely live up to only the lowest expectations the most important adults hold for them.

Children living under constant high stress social/environmental conditions frequently replicate key characteristics of PTSD. Bruce Perry (1997; 2001) has identified this as a much broader syndrome in children called ‘Chronic Neurodevelopmental Trauma (CNT).’ Not only does CNT replicate aspects of PTSD but, over time, it can and does directly impact and change the child's body (medical) and brain physiology.

One medical example found by Dr. Perry is that children living under persistent stress and trauma often develop a higher than average heart rate. This connects to to increased agitation, irritability and perceived anxiety responses. Think about conditions which make your own heart rate increase, if temporarily, and how you often feel during those periods.

Consider how you feel when you simply can't get your heart rate back down for the moment then imagine if living like that was your 'norm.'

A specific neurological example includes children who wind up with overdeveloped brainstem & midbrain regions due to persistent, longer term high social stress and trauma conditions. This then directly interferes with the increasingly expected, developmentally appropriate ability to better self regulate over time combined with increased social reactivity and ‘explosiveness,’ hypervigilance and cognitive misattributions (distortions).

Hypervigilant children may be able to tell the teacher who just walked by the classroom door in the hallway and what they were wearing, what selected peers are doing at any given time or the color of the car which just drove into the parking lot (if they sit by the window) but still often don’t have a clue what the teacher just said.

Though too often so identified, this is not ADHD.

Next…how many of you teachers, social workers and clinicians have or have had students/clients who will suddenly engage in out of context, sometimes dangerous social/physical behaviors then, when asked why, offer up what seems to be otherworldly explanations?

For instance, when asked ‘why did you suddenly jump up and throw your book at ______ who was sitting two rows over doing his schoolwork’ the student might very seriously say ‘When I saw (that child) look up just before, I knew he was waiting for you to turn your back so he could run over and hit me.’

This can be an example of a cognitive ‘misattribution.' Realize, too, that since this particular child is not lying but truly believes what he/she is saying, reprimands, trying to convince the child otherwise and/or direct punishment will more often trigger additional escalation, disruption and self sustaining teacher/student negative interactive cycles.

Environmentally impacted children also often come to school less prepared academically and far less ‘ready’ to learn. The literature identifies ‘instructionally-created’ learning disabilities (Mercer & Mercer, 2005); that is, where a blend of low teacher expectations, negative interactions or 'Coercive Cycles' (Patterson, 1982) and significant disconnects between teaching strategies and child learning needs creates the appearance of learning disabilities.

In that one of the strongest predictors of classroom behavioral disruption is this exact disconnect between teaching strategies and classroom structure as compared to child learning styles and preferences, child resistance and escape related behavior also becomes that much more likely.

Children of families locked into a cycle of intergenerational poverty (McLoyd, 1998) often have greatly reduced vocabulary development which then becomes more pronounced and academically relevant as they get older (Hart & Risley, 1995). By third grade, many of these overlooked children have fallen so far behind they become more likely to be incorrectly referred for special education services for perceived learning and social/emotional disorders.

Such unnoticed and/or discounted social and academic struggles by children which can include regular reprimands and demeaning references by teachers and others in school settings (‘you’re just lazy…’) can lead to deeply internalized frustration. Such sustained frustration then triggers more persistent and higher intensity classroom behavioral disruptions in order to avoid classroom conditions and expectations where the child has already learned that he/she will be unsuccessful.

Think about how many times children are punished in school setting for reasons connected only to their need for more help; more understanding; because they lack specific social and 'learning readiness' skills; are not at grade level or because they are coming to school already stressed, sad, tired and/or hungry. Think about how many times children are punished simply because they don't know what to do and/or do not carry the motivation to get things done.

Unfortunately, there is not usually much we can do to manage outside of the school root social and primary environmental issues as classroom teachers, as school administrators or as school clinical support specialists.

But what we also cannot do is use this as an excuse for child failure or, more specifically, for the school’s inability to be more effective and better able to create academic and social success based on child real time need.

We also need to see social stress, academic struggles and related behavioral need in students as a 'Crisis of Instruction' in order to better target and directly teach relevant and individualized behavioral, learning readiness and instructional objectives.

Effective and properly differentiated child-centered instruction very often is a remarkably effective 'behavioral intervention!'

We also must think far more about how we interact, respond, present and model ourselves, build trust and rapport, build a positive school culture and, above all, teach our students towards THEIR success. For instance, a teacher who quickly becomes frustrated with a given student should take great care lecturing that same student about not becoming easily frustrated.

This - lots of it, anyway - probably sounds good and sounds reasonable. But how does this translate into more effective real time instructional and behavioral educational practice?

Here are a few ideas to start. And please feel very free to add additional thoughts and ideas!

• Develop a positive rapport with your students and, when possible, families/caregivers.

• I knew one teacher who tried to at least say hi to each and every family at their home at the start of every school year. For those with whom that wasn’t possible, she at least drove through student neighborhoods to look around, better understand and have familiar things about which she could talk with students.

• Urban students are not likely to actively engage math story problems about farms just as ethnically diverse students are less likely to respond to reading activities which have no relevance to their experiences and, in some circumstances, may even directly oppose their cultural reference frame and understanding.

• Be knowledgeable of and use culturally and ethnically relevant teaching materials and perspectives

• Knowledge of culturally and locally common systems and styles of communication is also very important.

• Have clearly and positively stated classroom learning, social and behavioral expectations.

• Be absolutely consistent with implementation across the school day AND with each student...even those who can be more challenging.

• Do not reward the non-occurrence of problem/interfering behavioral events since this is also a violation of the ‘Dead Man Rule;’ that is, if ‘Dead Man’ can do it (i.e., not throw things; not leave their seat) it is not a useable goal. Instead, expectations (rules) should target the occurrence of very specific (and teachable) learning, learning readiness and social behaviors which are more likely to predict success and/or are able to effectively replace specific problem/interfering behaviors.

• Identify, directly teach, shape and reinforce key non-academic and 'learning readiness skills.' This can range from classroom transitions, waiting one's turn, being able to organize and access personal learning materials, moving in the hallways and how/when to ask for teacher assistance to group learning, use of the bathroom and expectations for assemblies and school-wide activities.

• ​For more information, check out PBIS.org

• Emphasize positives at a ratio per student of at least around 1:5/6; that is, five or six positives to one needed redirect/interrupt/correct.Be sure to provide positive attention to student effort, not just success.

• Be firm and clear as necessary but without being negative and reprimanding…return to positive instruction/interaction quickly.

• Do not ‘discuss’ interfering and otherwise disruptive behavior beyond a needed redirect/interrupt as this is far more likely to reinforce that behavior and give it more ‘power’ than you probably want to do.

• For chidren who resist being directly corrected; who may respond negatively to 'No words' (i.e., don't,, wouldn't, shouldn't, no, stop...etc) use more positive redirection (tell them what they should be doing/how TO do something rather than what was wrong).

• ​For children struggling with math, for instance, rather than repeatedly saying given problems are 'wrong,' consider working through those that were correct to practice why...then ask your student to redo other selected problems.

• For children who want to call out answers or just overall during class, rather than constantly telling them not do/why not (which the child already likely knows!), just look over and advise them to raise their hand if they want your attention (and respond as quickly as possible should they do so).

• Use peer ‘buddies,’ mentors and tutors whenever possible.

• Adult mentors, ‘natural helpers’ from the community, can also be a powerfully positive addition to school settings.

• Teachers and other adults must model and present the behavior that you want your students to model and present in return. Yelling and reprimanding when you are not happy with a child teaches a child to yell and reprimand (insult) in return when they are not happy.

• Remember that it takes at least two persons to have an argument!

• Use different teaching strategies to include a mix of active and passive; higher and lesser preference activities to draw in all students and take advantage of all the learning styles and preferences of your students. Make classroom activities and learning more naturally engaging, motivating and reinforcing to include activities consistent with student background and personal experiences. Get students participating each in their own way.

• Talk with your students. Give them a chance to engage and talk with you and one another…to tell their own stories...to answer and to ask. Help students build vocabulary while letting them know what they have to say is important and valued.

• Use Active Supervision; look around, walk around; talk with kids and check in.

• Give your students information to let them know what is happening and what is/will be expected up front. Limit 'surprises' and the unexpected whenever possible!

• Recognize and respond effectively to specific trigger and higher probability behavioral conditions.

• Do something different; break the pattern; change how the request is given; ask students being disruptive/who are obviously disengaged to respond to a question/comment rather than responding directly to the disengaged or potentially interfering behavior.

• Tell students what they should be doing rather than what they are doing wrong or incorrectly.

• Consider that behavior ‘problems’ far more often reflect specific instructional needs by the child (a 'Crisis of Instruction') making effective instruction and instructional practice an optimum and primary behavioral 'intervention' strategy.

• Smile and say ‘hi’ in the morning; ask your students individually and together how things are going. Talk to your students; listen to what they have to say and respond in a relevant way...!

• Help students understand that the school is their 'safe place;' a place they can trust - always. Remember that punishment is not a teaching strategy.

• Consider when to slow down your teaching pace while increasing the rate/pace of student/teacher interactions around a given subject or topic.

• Use ‘Think Alouds’ especially for harder concepts.

• Do math word problems out loud to share how you are getting it done; say what you are doing out loud when answering reading comprehension questions.

• Teach students organizing strategies they can learn to use independently while reading stories aloud.

• The teacher should be able to fully see all of every student all of the time anywhere they are in the classroom. Bookshelves, beanbag chairs and the like should never interfere with the teacher’s ‘vision.’

• Always remain facing your students even when working 1:1 with a single student.

• Consider seating and classroom arrangement; know which students should, or should not, be sitting next to one another; who should be closest to the door and who should not; who should sit closer to the teacher...

• Respond to students with raised hands as quickly as possible even if you cannot follow through at that moment. Recognize the raised hand, thank the student and let them know when you can respond/come over to them.

• Reduce constant classroom transitions based on far too many ‘starts’ and ‘stops’ during class time to include ‘stopping’ to give extended reprimands and/or discussion of interfering behaviors. Maintain positive momentum.

• Students should ALWAYS have something to do, clearly stated and defined choices whether it be those who get their work done sooner than peers or during break/free times. Telling students, and especially younger students, to ‘find something to do’ can be a very risky proposition! Students of the best classroom teachers I've watched always have something to do; always know what's happening and always know what they should be doing next.

• Develop, teach and reinforce non-verbal cues to communicate both success and needed redirection/correction/interruption.

• ​Identify, teach and practice, for instance, attentional cues; what you will do when you want your classroom to quiet down and pay attention to you. Teach, practice and reinforce...FIRST!

• Set up a comfortable and quiet place kids can go to relax rather than always thinking they are in trouble. If children think they are ‘in trouble,’ they are more likely to be…and stay that way.

• Delayed punishers like, for instance, delayed recess in 2 hours simply increase the probability that the child will continue escalated and challenging at least for the next 2 hours.

• ​Losing recess, unless for a very significant behavioral events, should not be a routine classroom consequence. Kids need a chance to run and play...

• Allow adequate time for routines and class activities. Consider that children, and younger children especially, may get really frustrated if not able to finish something you and they’ve started. It can be better to give a little less to do and get it done then give too much and not be able to get closure.

• Know what conditions and strategies increase the likelihood of success for your students and actively incorporate those strategies and conditions.

• Last but hardly least…remember that while parent/caregiver engagement and participation is valuable and worthwhile, parents/caregivers are not paid school staff and are not required to follow school directions.

One of my all time favorite school cartoons is on this last point.

In it, a small girl tells her teacher ‘my mom said she’d be happy to volunteer an hour twice each week if you would schedule time to come over and help her cook, clean, do laundry, go to the store, run errands, take my older brothers to their athletic practice, watch me and take care of my twin baby sisters.’

It is so very easy to get locked into negative, counterproductive cycles especially when stress levels are already high for all. A key is to step back and self assess; identify if students are enjoying success and if not; why.

Above all, assess for and recognize what creates 'Success' for students and classrooms. 'Success' is, after all, probably the best instructional strategy available.

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I provide online BCBA/BCaBA supervision and Telebehavior clinical behavioral services through my website:

http://www.drlousandler.com/

I will help you pass your BCBA/BCaBA exam.

I can help with challenging behavioral/structural needs in homes, community and classrooms towards positive and generalizable change; Qualify of Life outcomes.

I am open scheduling a conversation via phone, Skype or VSee to all inquiries.

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