Collaborative De-escalation Plans: Supporting Emotional Regulation in the Classroom

Collaborative De-escalation Plans: Supporting Emotional Regulation in the Classroom

Collaborative de-escalation plans detail how pupils and teaching staff will respond to stressors and behaviours of concern. These plans, co-created with students facilitate emotional regulation and self-advocacy, aligning with neurodiversity-affirming practices that recognise and celebrate the unique ways individuals experience and interact with the world.

We discuss the concept of collaborative de-escalation plans, exploring their foundations, implementation strategies, and the profound impact they can have on creating a more inclusive learning environment. As we navigate this topic, it’s important to note that our approach moves beyond traditional behaviourist models, rejecting the use of applied behaviour analysis (ABA) or simplistic reward systems. Instead, we focus on empowering students, honouring their autonomy, and building genuine, trusting relationships that form the bedrock of effective emotional support. You may be more familiar with the terms Behaviour Support Plan (BSP) or Behaviour Intervention Plan (BIP)

Understanding the Need for Collaborative De-escalation Plans

Before we discuss the specifics of creating and implementing these plans, it’s crucial to understand why they are necessary and how they align with neurodiversity-affirming practices.

The Neurodiversity Paradigm – The neurodiversity movement posits that neurological differences are a natural part of human variation, not inherently problematic conditions that must be “fixed” or “cured.” This perspective shifts our focus from trying to change students to fit a neurotypical mould to creating environments and strategies that support and celebrate neurological diversity.

Emotional Regulation in Neurodiverse Students – Many neurodiverse students, particularly those with autism, ADHD, or anxiety disorders, may experience emotions more intensely or have difficulty regulating their emotional responses. This is not a deficit, but rather a difference in neurological processing. Traditional behaviour management approaches often fail to address the underlying causes of emotional dysregulation and can even exacerbate feelings of frustration or alienation.

The Power of Collaboration – By involving students in the creation of their own de-escalation plans, we acknowledge their expertise in their own experiences and empower them to take an active role in their emotional regulation. This collaborative approach aligns with the principles of self-determination and autonomy, which are crucial for developing self-advocacy skills and fostering a positive self-image.

Creating Collaborative De-escalation Plans

Individual Student Meetings

The first step in creating a collaborative de-escalation plan is to meet individually with each student. These meetings should be conducted in a relaxed, non-threatening environment where students feel comfortable sharing their experiences.

Key points to address during these meetings:

• Explore the student’s understanding of their emotional experiences
• Discuss situations or stimuli that typically trigger emotional distress
• Identify early warning signs of emotional escalation
• Explore strategies the student has found helpful in the past
• Introduce new calming techniques that might be beneficial

It’s crucial to approach these conversations with genuine curiosity and respect for the student’s perspective. Avoid judgmental language or attempts to “correct” the student’s perceptions. Instead, focus on understanding their unique emotional landscape and validating their experiences.

Developing a Visual Template

Once you’ve gathered information from the student, the next step is to create a visual representation of the de-escalation plan. This visual template serves as a quick reference guide for both the student and supporting adults.

Elements to include in the visual template:

• A personalised title (e.g., “Sarah’s Calm-Down Plan” or “Alex’s Emotional Toolkit”)
• A clear, easy-to-follow structure (consider using a flowchart or step-by-step format)
• Visual representations of triggers and warning signs
• Illustrations or symbols representing different calming strategies
• Designated safe spaces or trusted individuals for support

When designing the template, involve the student in the process. Allow them to choose colours, images, or layouts that resonate with them. This personalisation not only makes the plan more engaging but also reinforces the student’s ownership of their emotional regulation strategies.

Incorporating Diverse Calming Techniques

Every student is unique, and what works for one may not work for another. It’s essential to include a variety of calming techniques in the de-escalation plan, allowing for flexibility and choice in the moment of need.

Possible calming techniques to consider:

• Deep breathing exercises (e.g., square breathing, belly breathing)
• Progressive muscle relaxation
• Visualization or guided imagery
• Sensory strategies (e.g., using a weighted blanket, listening to calming music)
• Physical movement (e.g., stretching, walking, jumping jacks)
• Cognitive strategies (e.g., positive self-talk, reframing thoughts)
• Creative outlets (e.g., drawing, writing, playing with clay)

Encourage students to experiment with different techniques and provide opportunities for them to practice these strategies in low-stress situations. This practice helps build muscle memory and increases the likelihood that students will be able to access these tools when they’re feeling overwhelmed.

Identifying Safe Spaces and Trusted Adults

An essential component of any de-escalation plan is the identification of safe spaces and trusted individuals who can provide support during moments of emotional distress.

Considerations for safe spaces:

• Physical characteristics (e.g., quiet, low-stimulation, comfortable seating)
• Accessibility (ensuring the space is easily reachable from various parts of the school)
• Privacy (balancing the need for supervision with the student’s need for calm)
• Personalization (allowing students to contribute to the design or decoration of the space)

When identifying trusted adults, it’s crucial to respect the student’s preferences. While it’s natural to assume that a class teacher or special education coordinator might be the best support person, some students may feel more comfortable with a teaching assistant, school counsellor, or even a member of the Senior Leadership Team. The key is to ensure that the identified adults are willing and able to provide consistent, compassionate support.

Practicing the De-escalation Plan

Once the plan is created, it’s essential to practice implementing it in non-stressful situations. This practice serves several purposes:

• It helps the student become familiar with the steps of their plan
• It allows for refinement of the plan based on what works best in practice
• It builds confidence in the student’s ability to use the plan effectively
• It provides opportunities for supporting adults to learn how best to assist the student

Consider setting up role-play scenarios or “dry runs” of the de-escalation plan. These practice sessions can be framed as a game or a challenge, making them more engaging for the student. As you practice, pay attention to any parts of the plan that seem unclear or difficult to implement, and make adjustments as needed.

Regular Review and Revision

A de-escalation plan is not a static document but a living tool that should evolve as the student grows and changes. Schedule regular review sessions to assess the effectiveness of the plan and make any necessary revisions.

During these review sessions:

• Reflect on instances where the plan was used successfully
• Discuss any challenges or difficulties in implementing the plan
• Explore new strategies or techniques that the student might want to incorporate
• Celebrate progress and growth in emotional regulation skills

These review sessions also provide an excellent opportunity to reinforce the collaborative nature of the process and to affirm the student’s growing self-awareness and self-advocacy skills.

Sharing the Plan with Relevant Staff

For a de-escalation plan to be truly effective, it needs to be understood and supported by all relevant staff members who interact with the student. However, it’s crucial to respect the student’s privacy and autonomy in this process. We have written a full post on implementing de-escalation plans school wide here.

Steps for sharing the plan:

• Obtain explicit permission from the student to share their plan
• Discuss with the student which staff members they feel comfortable sharing the plan with
• Consider creating a simplified version of the plan for wider staff awareness, if appropriate
• Provide training or guidance to staff on how to support the student in implementing their plan
• Establish clear protocols for communication and coordination among staff members

When sharing the plan, emphasize the importance of consistency and respect for the student’s autonomy. Staff should be encouraged to support the student in using their strategies rather than trying to impose their own solutions.

The Impact of Collaborative De-escalation Plans

Implementing collaborative de-escalation plans can have far-reaching positive effects on both individual students and the broader school community.

For students:

• Increased self-awareness and emotional literacy
• Improved self-regulation skills
• Enhanced sense of autonomy and self-efficacy
• Reduced anxiety and stress in challenging situations
• Improved academic performance due to better emotional regulation
• Increased engagement and participation in school activities

For teachers and staff:

• Better understanding of individual students’ needs
• Reduced classroom disruptions
• Improved teacher-student relationships
• Increased confidence in supporting students during emotional challenges

For the school community:

• A more inclusive and supportive learning environment
• Reduced incidents of severe emotional escalation or meltdowns
• Improved overall school climate and culture
• Enhanced reputation as a neurodiversity-affirming institution

Long-term Benefits

The skills and strategies developed through collaborative de-escalation plans often extend far beyond the classroom. Students who become proficient in recognizing their emotional states and implementing effective regulation strategies are better equipped to navigate challenges in various aspects of their lives. This can lead to:

• Improved social relationships
• Better stress management in higher education or workplace settings
• Increased self-advocacy skills
• Enhanced overall quality of life

Challenges and Considerations Writing and Implementing De-escalation Plans

While collaborative de-escalation plans offer all the benefits listed above, there are some significant challenges to both writing and implementing these.

1. Time Constraints:
   Creating and regularly reviewing individualized plans for multiple students can be time-consuming. Schools need to prioritise this process and allocate sufficient resources to ensure its success.
2. Staff Training:
   Not all staff members may be familiar with neurodiversity-affirming practices or comfortable supporting students through emotional regulation. Comprehensive training and ongoing professional development are essential.
3. Consistency Across Settings:
   Ensuring that the de-escalation plan is consistently supported across different school environments (classrooms, playground, cafeteria) can be challenging. Clear communication protocols and regular staff meetings can help address this issue.
4. Balancing Individual Needs with Group Dynamics:
   In a classroom setting, supporting one student’s de-escalation needs must be balanced with maintaining a conducive learning environment for all students. Thoughtful classroom management strategies and peer education can help create a supportive atmosphere.
5. Avoiding Over-reliance:
   While de-escalation plans are valuable tools, it’s important to ensure that students don’t become overly dependent on them. The goal is to gradually build internal regulation skills that can be applied flexibly in various situations.

Collaborative De-Escalation Plans – Conclusion

Collaborative de-escalation plans significantly shift how we approach emotional regulation support for neurodiverse students. Student voice, individual experiences, and self-determination, should be at the centre of these plans to ensure they align with the principles of neurodiversity-affirming education.

As teachers, our role is to create environments where all students can thrive, learn and reach their potential, recognising that success looks different for each individual. Collaborative de-escalation plans are not just tools for managing behaviour; they are pathways to self-understanding, emotional literacy, and personal growth.

By investing time and resources into developing and implementing these plans, schools send a powerful message: we value your unique perspective, we believe in your capacity for self-regulation, and we are committed to supporting your journey of emotional growth and self-discovery.

References and Sources Used

Mavandadi, V., Bieling, P. J., & Madsen, V. (2016). Effective ingredients of verbal de-escalation: Validating an English modified version of the ‘De-Escalating Aggressive Behaviour Scale’. Journal of Psychiatric and Mental Health Nursing, 23(6-7), 357-368. https://doi.org/10.1111/jpm.12310

Spielfogel, J. E., & McMillen, J. C. (2016). Current use of de-escalation strategies: Similarities and differences in de-escalation across professions. Social Work in Mental Health, 15(3), 232–248. https://doi.org/10.1080/15332985.2016.1212774

Verret, C., Massé, L., Lagacé-Leblanc, J., Delisle, G., & Doyon, J. (2019). The impact of a schoolwide de-escalation intervention plan on the use of seclusion and restraint in a special education school. Emotional and Behavioural Difficulties, 24(4), 357–373. https://doi.org/10.1080/13632752.2019.1628375