Why it works: Middle school students, especially those with disabilities like ADHD, autism, or learning challenges, thrive on structure and predictability. Clear, consistent expectations help reduce anxiety and improve engagement.
Example: At the start of each day, review the class schedule and expectations for behavior with your students. Visual aids, like a class schedule or behavior chart, can help students keep track of what’s coming next. For instance, if you're starting group work, remind them, “Remember, listen when your classmates are speaking, and stay seated during discussions.” Repeating and modeling these expectations consistently makes them easier to follow.
Why it works: Many middle school students, particularly those with behavioral or attention challenges, respond well to recognition and rewards for positive behavior. This encourages them to keep trying and stay engaged.
Example: Create a reward system that aligns with your classroom rules. For example, give students tokens or points when they follow directions, stay on task, or contribute positively to class. After earning a set number of tokens, they can choose from a variety of rewards, such as extra time to work on a preferred activity or a homework pass. Praise and encourage them regularly for staying focused: “I really appreciate how you stayed on task during that activity!”
Why it works: Middle school students, particularly those with learning disabilities or ADHD, can feel overwhelmed by long tasks. Breaking tasks into smaller chunks can make work more manageable and less stressful.
Example: For a student who struggles with long assignments, break it into smaller, more achievable goals. For example, if the task is a long reading assignment, you can set a timer for short bursts (e.g., 10 minutes of reading) followed by a brief break. Offer clear steps: “First, let’s read the first two paragraphs. After that, you can summarize what you read before moving on.” This keeps the student focused and gives them a sense of accomplishment with each completed step.
Why it works: Visuals help students with disabilities stay organized, understand expectations, and focus. They provide a constant reminder of classroom routines and procedures.
Example: Provide a visual schedule at the beginning of the day, outlining what’s expected during each class. For instance, use pictures or symbols for transitions like lunch, group work, or quiet reading time. If a student is struggling to focus on a task, use a visual timer to show how much time they have left to finish. A “first/then” chart can also help, like: “First, finish your math problems, then you can have some free time.”
Why it works: Middle school students, particularly those with ADHD or sensory needs, often have a lot of energy. Flexible seating and movement breaks can help students regulate their energy and stay on task.
Example: Offer options for students to sit in a variety of seats—standing desks, bean bags, or balance balls—if they find it easier to focus that way. If a student becomes restless, encourage them to take a quick walk around the room or use a sensory tool like a stress ball. For instance, if a student is having difficulty sitting still, suggest, “Why don’t you take a quick walk to the back of the room and come back when you’re ready?”
Why it works: Middle school students with emotional regulation difficulties may need a designated space to calm down when they feel overwhelmed. A quiet, sensory-friendly space can help them regain control.
Example: Set up a designated calm-down space in your classroom with items like soft lighting, noise-canceling headphones, or fidget tools. If you notice a student becoming frustrated or agitated, offer them the option to visit this space. For example, say, “It looks like you’re feeling upset. Would you like to go to the quiet corner for a few minutes to calm down?”
Why it works: Middle school students, particularly those with emotional or behavioral challenges, benefit from learning ways to manage their emotions and frustrations. Giving them these tools helps build independence and reduces the likelihood of disruptions.
Example: Teach students simple self-regulation techniques like deep breathing, counting to ten, or using a fidget tool. When a student begins to show signs of frustration, offer a reminder: “Remember to take a deep breath or use your stress ball if you’re feeling upset. Let me know if you need help.” Consistently practicing these techniques can help students use them independently over time.
Why it works: Middle school students with behavioral difficulties often benefit from having clear, structured agreements about what is expected of them and what consequences will follow.
Example: Create a behavior contract with a student who struggles with completing assignments or disrupting the class. For example, “You’ll earn a reward (e.g., 5 minutes of computer time) if you finish the assignment on time and follow directions.” Be sure to review the contract together regularly to reinforce expectations and celebrate successes.
Why it works: Giving middle school students choices empowers them and reduces feelings of powerlessness. This can be especially helpful for students who exhibit defiant or oppositional behavior.
Example: When you need a student to complete a task, offer them a choice. For example, “Would you like to start with the first page of your reading or the last? You can pick what works best for you.” Giving them a voice in how they approach their tasks can increase their investment in the work.
Why it works: At the middle school level, building strong relationships with students is essential. Students who feel safe and respected are more likely to engage in class and follow expectations.
Example: Take time to connect with students individually, whether through brief conversations or small gestures of support. For instance, you might say, “I noticed you did a great job staying focused today. Keep up the good work!” Building a rapport with students can help them feel more motivated and willing to cooperate, especially when things are difficult.
Why it works: Preventing behavior problems before they occur is far more effective than responding to them once they escalate. Watch for signs of frustration and intervene early.
Example: If a student shows signs of frustration, such as fidgeting or raising their voice, step in with a calm, supportive approach. You might say, “I see that you’re getting frustrated. How about we take a break and come back to this?” By intervening early, you can help prevent a situation from escalating.
Why it works: Middle school students with autism or social communication challenges can benefit from social stories and role-playing, which help them understand social expectations and appropriate responses in different situations.
Example: If a student is having trouble with group work, create a social story that outlines what’s expected: “When I’m working with a group, I listen to others and take turns sharing my ideas.” You could also role-play scenarios like how to raise a hand in class or how to politely disagree with a peer.
Why it works: Collaboration between special education and general education teachers ensures that interventions and strategies are consistent across settings.
Example: Regularly communicate with your special education team about what’s working for students in your classroom. If a specific strategy is successful, such as using a visual timer, share it with the team so they can use it in other subjects as well.