3c. Stressors / triggers

1. Stressors and triggers / antecedents

When working with students displaying either disruptive behaviours or behaviours of concern make sure that you have a thorough understanding of the issues involved. Don't make judgements about the reasons for the behaviour/s exhibited. 

Close collaboration and communication with the class teacher is required. Without knowing it, issues might be treated as 'misbehaviour’ when, in reality, it is well beyond that.

Students who 'misbehave' are responding to:

1a. antecedents - the elements/events/conditions which sit behind the stressors/triggers and which set up the student to respond to a stressor. They set the stage for a behaviour or prompt people to act in a certain way.

• • • they are the conditions in which certain behaviours are more likely to happen 

    • first thing in the morning or late afternoon (tired, low food), Monday rather than Friday (chaotic weekend), particular subject such as maths or English is timetabled (struggle with subject)

    • other examples - students spending a weekend with the non-custodial parents or carers, changing from one household to another with different boundaries, friend away from school, argument with friend, sports team lost, eaten an inappropriate breakfast, no breakfast at all, disturbed or little sleep, medication changes, smoking withdrawal

1b. stressors/triggers - a stressor triggers a stress response in the body; it starts a chain reaction which causes physiological changes. Firstly the the amygdala, an area of the brain that contributes to emotional processing, sends a distress signal to the hypothalamus. This area of the brain functions like a command centre, communicating with the rest of the body through the nervous system so that the person has the energy to fight or flee. This “fight-or-flight” response is responsible for the physical reactions most people associate with stress including increased heart rate, heightened senses, a deeper intake of oxygen and the rush of adrenaline. Finally, a hormone called cortisol is released, which helps to restore the energy lost in the response. When the stressful event is over, cortisol levels fall and the body returns to  a more balanced state.

• • •  stressors / triggers may seem minor to us but are major to the student

    • examples - being asked to read aloud, not having the correct pencil or pen, someone sitting near them, someone looking at them or touching them, someone touching 'their stuff', but can also be more major such as an argument, a relationship break-up etc.

3. Scenario - Austin

Read the scenario below and make 2 lists - one of antecedents and one of stressors or triggers.

Share and discuss.