1. 25
STRATEGIES TO
DE-ESCALATE
ANGRY Students

2. The following strategies are intended to assist with de-escalating a student’s behaviour before out bursts occur
Outburst
Starting to get upset
If we think of an outburst occurring in an arc…with the outburst happening at the top of the arc. The following ideas would be used before we reach the peak and it might be too late to calm the person down verbally.

3. Pre-
INTERVENTION
skills

4. #1 Recognise the student’s warning signs and intervene early.
Nonverbal warnings include agitation, aggressive body language, clenched fists, LOUD VOICE, small items pushed around.
Become aware of these!
Don’t ignore or turn your back away from an angry student with the intention of simply ignoring the situation.

5. The optimal distance for giving a command is round 1.5meters
2. Do not give directions or commands to an angry student from behind a desk or sitting down.
The optimal distance for giving a command is round 1.5meters

6. 3. Survey the area around you and the student for potential safety issues
Look for:
- Proximity to other students
- Scissors
- Sharpened pencils/ pens
- Open doors/ windows
- Removed shoes/ clothing
- Any potentially hazardous item

7. 4. To help avoid confrontation don't "frontally" face the child.
Stand facing them with your side. This body language is less threatening and puts you in a better self-defense position should the child get aggressive.

8. 5. Allow some physical space between you and the student.

9. 6. Get eye level - neither one of you is up or down.
Encourage the student to be seated, but if he/she needs to stand, you stand up also.

10. Exercise self-control!
7. Look Calm
An emotional response from an adult will reduce compliance.
Exercise self-control!
Body language should be relaxed, with
legs and arms uncrossed.
Take a deep slow breath before acting

11. 8. Reduce stimulation.
Invite the student to a quiet place (like side office or desk) if this is comfortable and does not jeopardise yours or other children's safety.

12. Avoid frontally facing Allow space Eye level - sit or stand Look calm
QUICK Review
Intervene early
Survey the area
Avoid frontally facing
Allow space
Eye level - sit or stand
Look calm
Reduce stimuli if possible

13. How and
What to say

14. Use a soft, quiet but firm tone and make eye contact.
9. Lower your voice tone to a whisper.
Use a soft, quiet but firm tone and make eye contact.
REMEMBER:
Do not maintain constant eye contact (this can be intimidating). 
Do not point or shake your finger.
Do not touch the child.
Keep hands out of your pockets, up and available to protect yourself. 

15. 10. Be very respectful even when firmly setting limits or calling for help. 
The agitated student is very sensitive to feeling shamed and disrespected.
We want him/her to know that it is not necessary to show us that they must be respected. 
Always treat them with dignity and respect.

16. You can get to the bottom of this later!
11. Don’t press for explanations for their current behaviour or ask why?
e.g., “Now tell me exactly why you feel you have the right to behave so inappropriately…”
why
You can get to the bottom of this later!

17. 12. Always be looking for any small positive behaviours and reinforce
Examples:
Student takes a seat as you requested
Students starts breathing calmly
Students picks up an item you requested
Student uses the words at any time “I feel……”
Acknowledge these behaviours frequently!!

18. Avoid using negative language (don’t, stop etc;)
13. Set clear firm limits about behaviour that is and is not acceptable
Involve the child in setting up these expectations
Set a small number (sometimes 1) that will be focused and built on
Write them down and display them so eveyone can see them
Avoid using negative language (don’t, stop etc;)
when setting these

19. 14. Acknowledge feelings "I can appreciate your situation...”
Effective listening makes the student feel heard and can be the key to diffusing a critical situation.
"I can appreciate your situation...”
“It sounds hard for you too...”
“Thank you for letting me know...”
“I can see how angry/frustrated/upset you are. When you are feeling calm again we can talk about this“
With practice we can all understand and/or appreciate another's point of view or needs.

20. 15. Use words/phrases that de-escalate:
“Let’s try…..
“Maybe, we can
“What if ….
“I feel,
“It seems like,
‘I think,
“Sometimes people can…..
“Perhaps we….
“I wonder if……

21. 16. Breath deeply and slowly throughout your discussion.
Demonstrate and practice the behaviour you want them to do. You don’t have to announce it, just do it as you talk with them.

22. 17. Tell the child to start an appropriate behaviour
“Please start picking up the blocks.”
and
Make fewer stop demands such as, “Stop arguing with me! Pick up the blocks”
Avoid putting commands into the form of questions

23. 18. Demand the Possible
Be certain the request is something the child is able to accomplish.
Some directions are confusing. The child may truly not understand your expectations.
Try to break down complex concepts into smaller steps.

24. 19. Allow time to comply. Wait 5 Seconds AFTER a request.
Avoid interrupting the child with further instructions
Wait 5 Seconds AFTER a request.
Do not talk with the child, do not argue or respond to excuses. .

25. Our goal is to calm and discuss calmly
20. Do not discipline or attempt to change the mind of someone while they are in crisis. :
Pointing out reality will only increase the child’s frustration.
This is not the time to start discussing consequences or change a person’s thought process regarding what they believe in
Our goal is to calm and discuss calmly

26. 21. Don’t escalate the situation by making threats that you can’t follow up on.
Examples:
“You can’t talk to me that way!”
“Do you want to leave my classroom?”
“Do you want me to call the office?”

27. 22. Communicate one central thought or idea throughout
CALMING DOWN

28. 23. Do not defend yourself or anyone else from insults or curses.
Do not be defensive- even if the comments or insults are directed at you - they are not about you. 
They are about distracting you, upsetting you or getting you off your game.
Don’t let that happen!

29. 24. Once the student has calmed down…
- Be part of the follow up. Help to problem solve and deal with the real issues.
This builds trust and confidence in the relationship between teacher and student
Do not rush them –give them as long as they realistically need to calm down

30. 25. Reflection
Discuss and/or write down together what the student should do next time
Set some goals for the future
Make these positive and don’t dwell on the negative behaviour but make sure they know it is unacceptable

31. Review Lower your voice tone Be very respectful
Don’t press for explanations
Look for any small positive behaviours
Set clear firm limits about behaviour that is and is not acceptable
Acknowledge feelings
Use words/phrases that de-escalate
Breath deeply and slowly
Tell the child to start an appropriate behaviour rather than stop it
Review

32. Review Demand the Possible Allow time to comply
Do not discipline or attempt to change the mind
Don’t escalate the situation by making threats
Communicate one central thought or idea throughout
Do not defend yourself
Help to problem solve and deal with the real issues
Review

33. Finally,
If the student has not calmed down.
Be familiar with the appropriate referral resources that are available on campus to assist the student immediately.