Supporting Classroom Management with De-escalation Strategies

Focus Area: Trauma-Informed Practices


Phase: Targeted Support

Available Now


Students may not always have the vocabulary, trust, or comfort to express how they’re feeling so when they’re in a stressed or anxious state we might view their behavior as inappropriate instead of reading it as a trauma response. To prevent further agitation like an outburst, negative comments, or anxiety-ridden movements (like fidgeting, leg shaking, and fist clenching) we, as educators, can offer support through a flight, fight, or freeze reaction. In order to enforce deescalation strategies we, first, need to recognize the behavior. This session guides educators in defining trauma and trauma responses, explores the different ways we can recognize escalating behaviors proactively instead of reactively, and then dedicates time for planning how to integrate strategies in order to be responsive to a situation at hand.


This session is ideal for teachers that are new or beginning to develop an understanding of trauma-informed practices. Engaging in this virtual experience will support teachers to identify a trauma response and be better prepared to support a student in need.


  • 2 hours
  • Participants will need a computer with a camera, microphone and motivation 


I utilize de-escalation tactics and mindsets.

Learning Experience


  • Define trauma and trauma responses, the do’s and don’ts of de-escalation tactics, explore the role of “mindset,” and visit examples of the history communities that are underserved have experienced when responding to escalated situations


  • Explore strategies and tools to evaluate heightened or escalated responses/behaviors and to guide positive de-escalation skills and mindsets


  • Build a plan to incorporate de-escalation skills into classroom instruction and daily practice, share it with peers for feedback, and discuss accountability systems that will be necessary for consistent implementation