We’re ending the Whole Child Series with a strategy that turns students who are disruptive into school or classroom leaders. Think about the students who give any teacher, veteran or not, a run for their money at every turn. The students that drain every ounce of discretionary energy from you or touch the last nerve that is keeping you upright. They are also the students who, through their force field, get other kids to go along with their shenanigans.

Children test limits, forget their good behavior, and simply misbehave. It is vital that we learn about the goal of a child’s behavior. All behavior is purposeful. We can use an intervention to meet student needs if we understand what that behavior is saying. Along with this, it is imperative we maintain a safe and welcoming environment where our students feel like they belong and can flourish as learners. Our emotions matter a lot as well. When we are interacting with students, we can sometimes feel upset, angry, challenged or provoked. Students observe our behavior and react to us.

Nonverbals, along with our words and the tone we use when we speak, are integral to our communication. It only takes a few moments to see nonverbals in action in our schools. When students arrive in the morning, are they smiling and making eye contact or heads down and shuffling along the hallway? If you have implemented Warm Greetings, the nonverbals may be noticeably different.

Building on the 2 x 10 strategy from this blog series, there is another super strategy you and your school staff can implement tomorrow .

The 4 x 4 strategy, or Warm Welcomes, promotes a sense of acceptance and belonging. Learn more about how the community of Tacoma, WA implemented warm greetings.

As we begin another school year, 2022-23 has the potential to be “normal” for the first time since 2018-19. Even prior to the Pandemic, student mental health and well-being was a concern. And for good reason: estimates suggest one in five children struggle with mental illness, with many undiagnosed. Of those who receive a diagnosis, according to the CDC, only about 20% receive care from a specialized provider. Recent data recognizes the large role public schools play in the delivery of services to students in need.

The questions we asked before embarking on this series were: “What should I be prepared for as an educator when students return on day one?” AND “What super strategies can we provide to lighten an educator’s load knowing our students are suffering and many are unlikely to receive help outside of the schoolhouse?”