Deescalating a student that is in crisis or about to go into crisis can be stressful for all involved. Read on to learn some strategies that anyone who works with students can easily use!
Establish a calm down space in the classroom ahead of time
I have used calm down areas with multiple classes. This is a space in the classroom where students know they can go if they need a break. It is helpful to teach the students about this space on the first day of school.
I explain that this space is for those times when they are frustrated, upset, sad, or just need a quick break. Sensory bins and fidget toys are there for the students to use. I also have timers that the students set for themselves. It is explained that when the timer is done, they must join the rest of the class.
We go over examples of when they may want to use this space, and I allow each student time to practice asking to go to the calm down area and using it correctly.
These are all preventative measures for when a student becomes escalated so that when you do see them approaching that moment, you can encourage them to use the calm down space. This is a space you will be glad to have already set up for those times when students are becoming escalated.
The pictures below show a “slow down space” I used with kindergarten students, and my current “cozy corner” I use with my 4th graders. You can find tons of calm down space visuals on Teachers Pay Teachers, as well as this calm down center checklist from SSE.
Use visuals
Students with disabilities typically benefit from the use of visuals. Visuals are helpful in showing a student expected behaviors, as well as helping students identify and name their emotions. When a student is becoming escalated, it can be helpful to have them choose a visual of an emotion that they are feeling and then choose an activity that will help them calm down.
It can be helpful for students to have a choice board they can refer to where they can choose an activity to do when they are escalated. Below is a choice board that was provided for a new student I had that worked for him at his old school.
It is helpful to pass these boards along to the next teacher to maintain consistency.
You can read this SSE blog post to learn more about using visuals to help students self-regulate.
The less talking, the better
My school supports students with emotional disabilities. We focus heavily on behavior. I have learned in my 3.5 years there that when a student is approaching a crisis or in crisis, it is better to limit the amount you are talking to the student in that moment.
We learn about the crisis cycle (pictured below from PBS Learning Media). When a student is triggered and approaching that peak of crisis, their brains are not functioning correctly. They are not able to truly listen and process what you are saying. In these moments, it is best to minimize stimuli for the student. This can mean removing the student if that is possible or removing the rest of the class.
Once you have the student removed from his/her peers, it is best to keep your verbal directions simple and concise. For example, instead of saying, “Please stop kicking the table, that is school property and you’re not being safe right now”, you should just say, “Stop kicking. Not safe”. If you have visuals on a binder ring or on cards, you could point to the visual that says “stop” or “sit”, depending on the direction you are wanting to give.
Make your directions as clear as possible. You could say “I will know you are ready to rejoin your friends when you are sitting in your desk with a calm body”. After that, do not keep repeating it. Manage the environment so that everyone in the room is safe and wait for the student to follow your direction. When they follow your direction, that is a clue that they are starting to come out of the crisis.
Give the student space
Another thing I have learned at my school through the training we participate in is when an escalated student says “get away from me”, the best thing to do is get away. Of course you need to keep eyes on the student, but give them as much space as possible, especially when they ask for it.
It can be tough to not give the student a hug or another caring gesture, especially if you are a nurturing type of person. If they ask for a hug, then you can do that, but otherwise, the more space and less interaction, the better. This is where really knowing your student and having that relationship is beneficial.
Giving students space can not only keep them from getting hurt, but you as well.
Deescalating students can be difficult, but it is possible. The more you do it, the easier it will become!
