Procedures and Consequences for Disruptive and Disobedient Students

The importance of maintaining a dynamic and flowing learning environment for all students is the first responsibility of faculty and staff members. Actions that adversely affect the flow of instruction may be dealt with by reasonable isolation (time-out in classroom), conference, or referral. These generally fall into these categories:

When the classroom routine is disrupted:

yelling, talking out, flying objects, slamming of objects, cutting in line, acting out of turn, leaving without permission

When a child’s behavior becomes a nuisance:

poor hygiene, constant attention-getting moves, seeking to irritate or annoy others, repetitive actions, spitting, name calling, or profanity

When a child is disobedient or oppositional in behavior:

refusing to respond to a direction, taking things away from others, refusing to return things when asked

When the child’s behavior results in vandalism or destruction of property:

writing or marking, kicking to break, throwing to break, hitting to break or damage, blocking the plumbing

When safety is threatened or there is risk of hurting:

biting, hitting, kicking, pinching, throwing, pushing, shoving, tripping, putting others in peril, possession of a weapon or anything used as a weapon, sexual harassment or abusive behavior

Ground Rules:

Confidentiality (within legal limits)

No put-downs

No interrupting

Speak only for yourself

You can share or pass, as you see fit

What NOT to do:

Fall apart While empathy and expression of emotions can be a very caring response, the students are relying on adults not to lose emotional control.

False promises Say “I’m not sure, but I will find out for you.”

Making judgements verbal and nonverbal behavior can signal your opinion about what “ought” to be happening, which ignores their presenting needs.

Inquisition A debriefing would suffer from a relentless search for hidden information.

Role defection A debriefing rely on adults to lead, by providing familiar structure.

Withdrawal Students in crisis do not need to be in the spotlight, but they do need “supporting, normalizing and affirming contact with others.” Nonprofessionals often withdraw from traumatized children because they do not know what to do. Professionals cannot afford to do this as well.

“The maintenance of an ongoing classroom structure with caring, supportive, and listening school staff provides a healing context whether or not additional psychotherapy is needed or available.”

*From Trauma in the Lives of Children: Crisis and Stress Management Techniques for Teachers, Counselors, and Student Service Professionals (1989) by Kendall Johnson

Updated: 12/16/2019