3 Ways to Help Emotionally Disturbed Students
If you’re a teacher reading this, I am certain you have daily stress.
No matter where you teach, at some point in your career, you will have emotionally disturbed students.
Until I taught at a Title One school, I was a bit naïve about this topic.
For starters, I had students who came from caring and loving homes. When I switched schools because of administrator issues, I found myself at a school with fantastic admins and supportive staff but TOUGH, TOUGH kiddos.
The current circumstances are so tough, that our district behavior specialist prioritizes our building over all the title buildings right now.
In a recent training I attended with her, she informed the teachers that we are suffering from second hand trauma.
Until that moment, I didn’t have a word for how I was feeling or what I was dealing with. I just knew I was coming home every day frazzled and my nerves were shot.
Somehow knowing there is a term for what I was dealing with gave me comfort. Hearing the other teachers’ stories of what they are dealing with in our building helped a lot also.
Here are 3 quick reminders on how to deal with emotionally disturbed kids so you can make it through the day feeling successful!
1. The number one tip I learned was how crucial classroom structure is. Of course, as teachers, we knowthis, but it was validating to hear how vital it is. I pride myself on running a tight ship with consistent expectations. Kids who have emotional issues come to school for safe, consistent expectations. This is a way we show them love. There is no consistency at home, but the day to day at school provides a safety net for them.
2. Stop engaging in power struggles! This is a hard one for me at times. Emotionally disturbed kids often want the last word because it’s something they can control. Don’t engage them in a power struggle by having the last word. If you’ve been clear and consistent with expectations during an episode with a student, walk away and give them some time. Even if they are saying something when you walk away. A fear I have is other students thinking that behavior is okay by the student seemingly backtalking you, but your students know the difference between what is acceptable and unacceptable and won’t mimic those behaviors.
3. Provide the “choiceless choice.” This means giving two choices that YOU can live with that allow the student to feel like they are making the decision. “When you are ready to come join us you may chose work on reading or work on writing. I’ll check in on you once you’ve made the choice.”
Those three strategies I knew but found myself taking notes and nodding my head A LOT during the training.
Even on the hard days, remember your students just want to have consistency and love. Those two are a deadly combination for a smooth-running classroom.
