Overcoming Stress and Preventing Behavioral Challenges in Schools - ACT for Educators

In the challenging world of education, where every day brings new trials and triumphs, the role of an educator is both rewarding and demanding. Teachers are driven by their commitment to nurturing young minds and making a positive impact. However, the journey is not without its moments of frustration and stress, particularly when facing behavioral challenges in the classroom.

These moments can be make-or-break situations for educators. How they respond to these challenges can profoundly impact their effectiveness in the classroom and their well-being. Furthermore, it can significantly influence the classroom dynamics, contributing to the prevention of behavioral challenges, including dangerous ones, from occurring.

Effective prevention and de-escalation strategies often begin with the teacher themselves, as they play a pivotal role in shaping the learning environment. This is where Acceptance and Commitment Training (ACT) steps in as a powerful tool grounded in behavioral science to empower educators to navigate these challenges while staying true to their core values.

Know Your Values

Understanding your values is the foundation of ACT. As an educator, you embarked on this path with a purpose. Take a moment to reflect on why you chose to be an educator. Your core values may include:

• Student Growth and Learning: Educators often value the opportunity to facilitate student growth, both academically and personally. They are dedicated to helping students achieve their full potential and develop essential skills.
• Inclusivity and Diversity: Many educators place a high value on creating an inclusive and diverse learning environment where every student feels respected and welcomed, regardless of their background or abilities.
• Passion for Teaching: Passion for the subject matter and a genuine love for teaching are common values among educators. They are enthusiastic about sharing knowledge and inspiring a love for learning in their students.
• Safety and Well-being: The safety and well-being of their students are paramount to educators. They prioritize creating a safe and supportive classroom environment where students can thrive emotionally and physically.

These values are the compass that guides your journey in education.

Be Aware of Thoughts and Feelings

In the dynamic environment of a classroom, educators often find themselves dealing with a whirlwind of thoughts and emotions. It's crucial to recognize and acknowledge these inner experiences. When a disruptive situation unfolds, being aware of the frustration, anxiety, or other emotions that arise allows educators to address them constructively. Many educators have thoughts like:

• "I've Lost Control": Educators may feel a loss of control when faced with disruptive behavior, leading to thoughts of inadequacy and frustration.
• "Why Is This Happening?": Educators often wonder about the underlying causes of challenging behavior, trying to understand the root of the issue.
• "I Can't Reach Them": When struggling to manage behavior, educators may question their ability to connect with and effectively teach certain students.
• "This Is Disrupting Learning": Educators may worry about the impact of disruptive behavior on the learning environment, fearing that it hinders the progress of other students.

Recognize Your Behaviors When Upset

When thoughts and feelings like this show up, they can lead to impulsive reactions. Identifying your behaviors when upset helps you understand how you respond to challenging situations and sets the stage for more intentional actions. Some common behaviors include:

• Raising Their Voice: Teachers may raise their voice in response to disruptive behavior, which can escalate the situation.
• Reacting Emotionally: Some teachers may react emotionally, displaying visible frustration or anger.
• Negative Language: Using negative language or criticism when addressing students' behavior.
• Withdrawal: Withdrawing from interaction with the student or the class when upset.
• Blaming: Blaming the student or external factors for the behavior without addressing the underlying issues.

Align with Your Values

Your core values as an educator play a central role in the ACT approach. Consider a scenario involving a disruptive student. Understanding your values becomes paramount. It becomes evident that reacting with frustration does not align with your goal of creating a positive and inclusive learning environment. This realization prompts you to evaluate the consistency between your actions and your deeply held values.

For example, imagine a teacher faced with a disruptive situation in the classroom. The teacher, feeling frustrated and upset, raises their voice to reprimand the student who is causing the disruption. They say, "Stop talking loudly! You're always causing trouble!"

Misalignment with Multiple Educator Values:

• Inclusivity and Diversity: Raising one's voice in frustration can create an atmosphere of exclusion and may make the disruptive student feel singled out or alienated. It can also be perceived as unfair treatment, potentially reinforcing negative stereotypes.
• Student Growth and Learning: Instead of focusing on supporting the student's growth and learning, raising one's voice may hinder a constructive learning environment and impede the disruptive student's ability to learn from the situation.
• Safety and Well-being: Raising one's voice can contribute to an unsafe and emotionally charged classroom environment, potentially causing stress and discomfort for all students.
• Passion for Teaching: A passionate educator values the opportunity to inspire and nurture students. Raising one's voice in frustration may hinder the teacher's ability to foster a positive and engaging learning experience.
• Professional Growth and Development: Engaging in this behavior does not align with the commitment to professional growth and development. It represents a missed opportunity to employ more effective classroom management strategies and communication techniques.

If you've done something similar (we all have!), instead of raising your voice, you should seek alternative approaches that better reflect these values and promote a positive and inclusive classroom environment. But before you can do that, you need to be both aware of and accept the thoughts and feelings as opposed to acting on them.

Accept the Feeling

In the heat of challenging moments, embracing your emotions without judgment is a profound skill. Instead of self-criticism, remind yourself that it's okay to feel this way; it's a natural response. This self-compassionate approach allows you to create a space for constructive reflection.

Replace with Value-Aligned Behavior

Acknowledging that creating a positive environment matters most, you may choose to replace frustration with empathy and a problem-solving approach. This shift in behavior aligns with your core values and contributes to a more harmonious classroom atmosphere. Alternative behaviors that might replace those listed above include:

• Maintaining Calm: Staying calm and composed in the face of disruptive behavior, modeling emotional regulation.
• Active Listening: Listening attentively to the student's perspective and feelings to understand their point of view.
• Positive Reinforcement: Using positive reinforcement and praise to encourage desired behavior rather than resorting to negative language.
• Taking a Break: Taking a short break to collect your thoughts and emotions before addressing the situation.
• Problem-Solving: Engaging in problem-solving discussions with the student, focusing on finding solutions and addressing the root causes of the behavior.

ACT is not just a method; it's a behavioral mindset. It's a way for educators to thrive in the face of adversity, ensuring that their actions always reflect their commitment to the betterment of young minds. By embracing these principles, educators can continue to inspire, nurture, and empower the next generation. It's not just about teaching; it's about making a difference.

If you are a school administrator and your teachers are experiencing lots of stress associated with behavioral challenges, or if you are experiencing high rates of restraints, don't hesitate to reach out to the Professional Crisis Management Association at [email protected]. Together, we can overcome challenges and ensure that your impact in the classroom remains aligned with your core values. Also, be sure to check out our library of informational videos on YouTube to help you better understand and prevent behavioral challenges. Below is an example:

About the Author

Specializing in human performance, coaching, and organizational leadership, Dr. Paul "Paulie" Gavoni is a behavior scientist and educator who has worked across education and human services for almost three decades. In this capacity, he has served the needs of children and adults through various positions, including COO, Vice President, Director of School Improvement, Leadership Director, Professor, Assistant Principal, School Turnaround Manager, Clinical Coordinator, Therapist, District Behavior Analyst, and Director of Progam Development and Public Relations at PCMA . Dr. Gavoni is passionate about applying Organizational Behavior Management (OBM), or the science of human behavior, to make a positive difference in establishing safe, productive, and engaging environments that bring out the best in faculty and staff so they can bring out the best in the learners they serve. He is an active board member of the Opioid Awareness Foundation and World Behavior Analysis Day Alliance .

Known for his authenticity and practical approaches, Dr. Gavoni is the host of the Top 1.5% globally ranked Crisis in Education Podcast and a sought-after speaker at various Educational and Behavior Analytic Conferences Internationally. He a the Wall Street Journal and USA Today best-selling co-author of The Scientific Laws of Life & Leadership: Behavioral Karma; Quick Wins! Accelerating School Transformation through Science, Engagement, and Leadership; Deliberate Coaching: A Toolbox for Accelerating Teacher Performance; and MMA Science: A Training, Coaching, and Belt Ranking Guide. Dr. Gavoni is proud to introduce OBM and Applied Behavior Analysis to worldwide audiences through his numerous publications and his work with PCMA to create productive, safe, and positive cultures.

Beyond his work in education and human services, Dr. Gavoni is also a former Golden Gloves Heavyweight Champion and a highly respected striking coach in combat sports. Coach “Paulie Gloves,” as he is known in the Mixed Martial Arts (MMA) community, has trained world champions and UFC vets using technologies rooted in the behavioral sciences. Coach Paulie has been featured in the books Beast: Blood, Struggle, and Dreams a the Heart of Mixed Martial Arts , A Fighter’s Way, and the featured article Ring to Cage: How four former boxers help mold MMA’s finest . He is also an author who has written extensively for various online magazines such as Scifighting, Last Word on Sports, and Bloody Elbow, where his Fight Science series continues to bring behavioral science to MMA. Finally, Paulie was also a featured fighter in FX’s highest-rated show at the time, The Toughman, and as an MMA coach in the Lifetime reality series Leave it to Geege .