Event Information
Date: Thursday, January 7, 2027
Time: 4:30 PM - 7:30 PM
Join us for a professional learning opportunity focused on recognizing, preventing, and responding to student behavioral crises while maintaining student dignity.
Participants will explore the Escalation/De-Escalation Cycle, learn how adult behaviors and responses can influence escalation, and develop practical, student-centered strategies to support students during challenging moments.
The training will also examine how culture, disability, social experiences, and individual perspectives can influence behavior and shape our responses.
Learning Objectives
By the end of this training, participants will be able to:
- Recognize and understand the Escalation/De-Escalation Cycle.
- Apply basic principles of behavior and student-centered strategies to help prevent escalation.
- Reflect on personal beliefs, biases, and experiences related to student behavior.
- Identify effective responses at each stage of a behavioral crisis while maintaining student dignity.
- Use empathetic, non-judgmental, and non-harmful practices to support student recovery and relationship repair.
Come ready to reflect, learn, and build practical skills that support positive, equitable, and dignified student experiences.
Registration ends January 3, 2027
Waitlist Limit: 0/100
Courses
De-Escalation for Educators (Equity) (3hr)
Clock Hour
Course Description
Participants learn to recognize signs of a potential behavioral crisis and prevention strategies to support the student. In addition to exploring how their own behavior and responses can affect the escalation cycle, participants learn de-escalation techniques that recognize the importance of maintaining student dignity during behavior crises. Participants will also work to recognize and address intersectional cultural, disability and social impacts on behavior.Course Objectives
By the end of this training;
1. Participants will become familiar with the Escalation/De-Escalation Cycle.
2. Participants will learn basic principles of behavior and skills that are adaptable and student focused and to avoid escalation. (Understanding Self and Others, Leading for Educational Equity)
3. Participants will explore their own beliefs, biases and reflect on their experiences relating to student behavior. (Understanding self and Others)
4. Participants will identify ways to strengthen their responses at each stage while maintaining student dignity. (Leading for Educational Equity)
5. Participants will acquire skills to support student recovery and repair using empathic, non-judgmental and non-harmful practices. (Understanding Self and Others)