Community

Building Circle
De-escalation
Strategies for Anxious
or Defiant Students

Mary Stuart Kempton and Carly Sanchez

January 24, 2020
 • 25% of students have
undiagnosed anxiety
• 8-15% of students experience
a learning
disability/challenge
• 9% of students are diagnosed
with Attention Deficit
Hyperactivity Disorder (often
misdiagnosed anxiety)
• 11% of students suffer from
depression
• One out of every 4 children
Who Is In Our Building? attending school has been
exposed to a traumatic.
Identifying Anxiety in the
Classroom

www.nasponline.org
 Tip #1:
Reframe
misbehavior
as a learned
response to
cope with
stress,
anxiety,
and/or
trauma.
The Anxiety
Level: Supportive
Staff Response
• Communicating
empathy and
concern.
• Active listening.
• Non-judgmental
responses.

This Photo by Unknown Author is licensed under CC BY-ND

The Anxiety
Level: Nonverbal
Communication
• Proxemics
(personal space)
• Kinesics (body
posture and
motion)
• Paraverbal
Communication
(tone, volume, and
cadence)
 Tip #2: Most
potentially
explosive
situations can
be diffused
during the
Anxiety Level
with a
supportive
staff response.
Defensive Level: The Directive Approach

• Set reasonable limits and • Speak clearly and concisely

provide choices
• Give wait time and space
• Avoid power struggles
• Remove audience
• Allow silence
• Call for support/assistance
• Use a team approach
• Take all threats seriously
• Re-establish communication
and connection with student
when de-escalated
Tip #3: Limit Setting
What Would You Do?:
Helping Students in Crisis
 Group 1: Allison was called to the office in the middle of your class. Once she returned, you noticed her
entire demeanor had changed. You’ve assigned your students to work in pairs on an
assignment, but Allison refuses. You walk up to her and request that she find a partner and
get to work. She says, “No, I don’t feel like it! Can’t you tell? This is a stupid paper and this

Allison class is pointless!” She stands up, throws her paper on the floor, and walks toward the door.
What would you do? Could you have addressed her differently when she returned to class?

Group 2: You distribute grade sheets in class. After handing them out, you notice that Travis, who
typically gets upset when he receives a poor grade, has his head down on his desk and
appears to be crying. When you approach him and ask what is wrong, Travis stands up and
yells, “Don’t talk to me. You are failing me, and my parents are going to kill me!” What would
Travis you do at this point? Could you have handled the situation differently to begin with?

Group 3: Anthony walks into class from lunch with his hood up and his ear buds on. He appears to be
agitated, pushing desks out of the way around him. You ask him to remove his hood and
earbuds and he ignores you. You approach him and ask again for him to remove them. He

Allison,
Anthony 8 th grade
slams his fist on the desk and tells you to mind your own business, you’re not in charge of
him. What do you do at this point? Could you have approached him differently when he
entered your class?
 Behavior reflects
what is going on
internally within
the student and
their learned
responses for
coping with stress.
Tip #4: Don’t Take Student
Behavior Personally.
Professional Detachment
• The separation of emotions from the task
at hand
• Caring enough about your job that you
will focus only on the things you can
control, your attitude and your work.
• To be overly invested in the job can lead
to a micro-level relationship with
students
• Frequent one-on-one instruction
• Steals the gift of responsibility from students
• Learned helplessness
Choose One (Or More!) Of The Following Self-
care Activities. Implement These Into Your Day
In 10 Minutes Or Less!
• Affirmations: Write down 1-2 positive self statement to guide the
rest of your day.
• Mindfulness: Sit up in your seat with your feet firmly planted on
the ground and your hands in your lap. Close your eyes. Breathe in
for 5 seconds and out for 5 seconds. Focus on breathing in as
deeply as you can.
• Watch a funny YouTube clip
• Read an inspiring quote
• Drop your shoulders: Most of us carry tension in our shoulders.
From your toes, all the way up your shoulders and head, squeeze
each muscle group and count for 5 seconds, then release.
• Gratitude: Write down 3 things you are grateful for and why