Fostering Belonging and Accountability

Introduction

WSU ROAR students are highly motivated and eager to engage in college coursework. Like many students adjusting to a new environment, some may occassionally struggle with focus, social cues, or emotional regulation, especially in unfamiliar or high-demand situations. These behaviors are not meant to be disruptive; they are often signs that a student is navigating communication challenges, sensory input, or changes in routine. 

Understanding the root of these behaviors helps us respond with empathy, while holding all students accountable and maintaining an inclusive classroom environment. This guide offers proactive and responsive strategies to support all students, including those in the ROAR program, while fostering respect, structure, and inclusion. 

What to Do If a Need Arises

If you observe something unexpected or are unsure how best to support a student in the moment, please connect with the ROAR team. Your insights are invaluable. Even small observations help us tailor support and empower students to grow.

Things we'll likely try first:

• address the behavior directly with the student

• provide coaching on classroom expectations

• adjust supports or accommodations

• collaborate with you on strategies for the classroom

Shared Accountability

Like all students, ROAR scholars are learning how to navigate the expectations of college life, including boundaries, routines, and feedback. You are encouraged to hold all students to clear, respectful standards, and to set limits as needed. Please communicate with the ROAR team early and often. We are eager to reinforce shared expectations. 

Understanding Behavior as Communciation

Behavior is often a form of communication, especially for students who may experience barriers to verbal expression. When a student's behavior seems unexpected, ask: "What might this student be trying to communicate?"

Common triggers may include:

• Sensory Overload: Bright lights, loud noises, or crowded spaces

• Frustration: Difficulty understanding material or navigating social situations

• Disrupted Routine: Sudden changes to the structure of class or schedule

When we seek to understand the "why" behind a behavior, we're more likely to respond in ways that support growth and connection.

Proactive Strategies

Create Predictability

Consistent routines and clear expectations can help reduce confusion, anxiety, and frustration in the classroom.

• Share a clear syllabus and communicate routines consistently.

• When appropriate, involve students in discussions about classroom expectations.

• Whenever possible, provide advance notice of schedule or assignment changes, both in class and through Canvas or email.

Set Clear Expectations

Clear, accessible communication helps students understand better the expectations and norms of your classroom.

• Use direct and accessible langauge when explaining expectations.

• Provide specific feedback when acknowledging or redirecting behavior.

• Avoid relying on implied or unwritten social expectations.

For example: Instead of saying, "Please behave appropriately," consider saying, "Please allow others to finish speaking before responding."

Define and Maintain Boundaries

All students benefit from understanding when behaviors support a respectful and productive learning environment. 

• Clearly explain expectations related to participation or classroom conduct. For example, some instructors prefer that students raise their hands to ask questions, and others are more loose about this. 

• Use calm and direct language when redirection is needed.

• Address concerns privately when possible.

For example: "I'd like you return to the course discussion now," or "Let's talk more about this after class."

Provide Options for Sensory Regulation

Stome students may benefit from brief opportunities to regulate attention, stress, or sensory needs during class.

• Allow short breaks or quiet time when appropriate. If a ROAR student needs this, we've instructed them to ask you ahead of time.

• Encourage the use of calming tools (e.g., fidgets), as long as they don't distract others.

Encourage Open Communication

Students are more likely to seek support when communication feels safe, respectful, and collaborative.

• Encourage students to let you know when they are confused, overwhelmed, or unsure about something.

• Work with the ROAR team to create support plans when needed. 

For example: If a student appears frustrated or disengaged, a quick, "Is there anything you need clarification on?" may help open communication.

Responding to Unexpected Moments

Lead with Respect

• Use a steady tone of voice; avoid showing visible frustration.

• When possible, address unexpected behaviors privately to protect dignity and reduce escalation. 

Redirect Attention

• Kindly guide the student's focus back to the task at hand: "Let's hear what [another student] thinks."

De-Escalation Strategies

• If a situation becomes heightened, reduce external stimuli where possible(e.g. dim lights or lower voices).

• Offer choices to give the student a sense of control: "Would you like to take a break or sit quietly for a moment?"

Reach Out for Support

• Whether the need is mild or urgent, we're here to help. 

• Document observations if possible. This helps us identify patterns and plan proactive support. 

Frequently Asked Questions

Conclusion

Supporting student behavior is about creating environments where all students can access learning, feel a sense of belonging, and thrive. By approaching student needs with curiosity, clarity, and compassion, faculty play a vital role in shaping inclusive classrooms. Through partnership, flexibility, and shared understanding, we can ensure every student is seen, supported, and valued. 

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