The process of de-escalation involves supporting the student to return from a distressed and escalated state, back to calm. The Department of Education and Training, Victoria, recommends 7 recognised de-escalation strategies (listed below) to support teachers and school staff.
“There are times that the best efforts in prevention may not be effective in preventing behaviour escalating. Recognising when a student’s behaviour is escalating and responding early to address their concerns are essential in reducing the impact of the behaviour and keeping staff and students safe.
If a student’s behaviour is escalating but is not placing them or others at imminent risk of physical harm, school staff should employ targeted de-escalation strategies to prevent behaviours from further escalation and to address the cause of the escalation.” -State of Victoria, Department of Education and Training
Below are one-pager editions of ‘Practical tools/strategies for De-Escalation’ that outline each of these 7 de-escalation strategies in detail. Each edition includes current evidence-based theory, practical teaching tips and additional resources in a rich and succinct way for you to download:
Recommendation 1
“Reinforce the desired behaviour or positive alternate behaviours when demonstrated. Using active listening techniques (e.g. LEAPS – Listen, Empathise, Ask questions, Paraphrase and Summarise actions for moving forward).”
Practical Tools / Strategies for De-Escalation: Active Listening with LEAPS (edition 1)
Recommendation 2
“Keeping verbal instructions simple and minimal, using a calm tone of voice and clear, direct language or student’s preferred method of communication (focusing on the behaviours you want them to display rather than the ones you don’t).”
Practical Tools / Strategies for De-Escalation: Verbal Communication and Brain Function (edition 2)
Recommendation 3
“Acknowledging the student’s underlying or expressed emotion (e.g. anger/ distress). Providing take-up time for students to process verbal prompts or requests. Problem-solving with the student to address the cause of escalation if safe to do so.”
Practical Tools / Strategies for De-Escalation: Problem Solving Conversation (edition 4)
Recommendation 4 & 5
“Adopting a non-threatening body stance and body language (open, relaxed with hands down).”
“Allowing adequate personal space.”
Practical Tools / Strategies for De-Escalation: Non Verbal Communication (edition 3)
Recommendation 6
“Using non-verbal cues.”
Practical Tools / Strategies for De-Escalation: Non Verbal Communication (edition 3)
Recommendation 7
“Providing options (within limits) to help the student feel they are still in control of their decisions. Allowing the student to access an alternative space with school staff that is less stimulating or removes access to the triggers of behaviour in order to problem solve or regulate.”
Practical Tools / Strategies for De-Escalation: Student Agency and Coping Strategies (edition 5)
(Note: Students must never be forcibly removed or coerced to an alternate space).
Important: Effective de-escalation is dependent on the individual needs of the student at the time. If we are not careful, sometimes what we do to de-escalate can maintain or strengthen the behaviour (e.g. using an alternative work area, or breakaway space, when a student finds particular work difficult may reinforce escape behaviour.)(State of Victoria (Department of Education), 2018)
The next time you have a distressed student and you want to help support them from an escalated state, back to calm, you can be confident to use our one-pager editions of ‘Practical tools / strategies for De-Escalation’ to resolve the conflict restoratively.
References:
Edition 1:
Sanger, K. (2020). Zones of Regulation® for Preschool Students: An Intensive Skills Training Intervention Model (Doctoral dissertation, University of Cincinnati).
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Seattle Children’s Hospital (©1995—2021). The Escalation Cycle. Retrieved from:
https://pulse.seattlechildrens.org/expert-tested-tools-to-manage-your-childs-mental-health/
State of Victoria (Department of Education) (© 2018). What is Seclusion? Guidance for Victorian Government Schools. Retrieved from:
NSW Department of Education (2021). Behaviour and Engagement: Behaviour Planning Tools
Edition 2:
Accinni, T., Papadogiannis, G., & Orso, L. (2021). De-escalation Techniques in Various Settings. In Empathy, Normalization and De-escalation (pp. 65-91). Springer, Cham.
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