Staff Response to Challenging Behaviour

The “SOS” Staff Guide: Safety, Observation, Support

This isn’t about control. It is about keeping everyone safe until the storm passes. Behaviour is just communication with the volume turned up. Our job is to listen, not to win. When things get hot, we keep our cool. We are the calm in their chaos here is a guide on how to repsond to different challenging behaviours.

The Golden Rules (For Every Situation)

• Low and Slow: Keep your voice low. Move slowly. Fast movements look like threats.
• Less is More: Stop talking. Every word you say is just more noise to process.
• Face / Space / Hands:
  • Face: Soft eyes, no frowning.
  • Space: Give them double the distance you think they need.
  • Hands: Open palms, low down. No pointing.

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Scenario 1: The “Fight” Response (Hitting, Kicking, Throwing)

What is happening?

The student feels unsafe or trapped. Their brain has switched to survival mode. They are trying to push the danger away. They are not being “naughty.” They are terrified or overwhelmed.

What NOT to do:

• Do not shout “Stop!” or “Calm down.”
• Do not get in their face.
• Do not block their exit unless safety is at critical risk.
• Do not ask questions like “Why did you do that?”

Your Action Plan:

1. Step Back: Immediately increase distance. This shows you are not a threat.
2. The Shield: If objects are flying, clear the room of other students. Protect yourself, but don’t engage.
3. The Mantra: Say one simple phrase, once. “I am here. You are safe.”
4. Wait it Out: Let the energy burn off. Do not intervene physically unless there is immediate danger of serious harm.

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Scenario 2: The “Flight” Response (Running, Hiding, Climbing)

What is happening?

The environment is too much. It might be the noise, the work, or the lights. They need to escape to survive. Their body is screaming “Get out!”

What NOT to do:

• Do not chase immediately (unless they are running into traffic). Chasing triggers the “predator/prey” instinct. They will run faster.
• Do not grab them.
• Do not block doorways. (De-Facto Seclusion)

Your Action Plan:

1. The Shadow: Follow at a safe distance. Keep them in sight, but don’t close the gap.
2. Check Safety: Are they heading to a road? If yes, run ahead to block the hazard, not the child.
3. The Invite: When they stop, do not approach. Sit down where you are. Wait.
4. Offer an Out: “We can walk outside,” or “Quiet corner.” Give them a destination that isn’t the classroom.

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Scenario 3: The “Freeze” Response (Refusal, Flopping, Shutting Down)

What is happening?

This is the “possum” response. The system is so overloaded it has pulled the plug. They physically cannot move or speak. This is not stubbornness. It is a biological collapse. Climbing Behaviours in Autistic Children

What NOT to do:

• Do not pick them up.
• Do not demand they stand up.
• Do not threaten consequences (“If you don’t get up, no break time”). They can’t process that right now.

Your Action Plan:

1. Reduce Pressure: Back off. Remove the demand (the worksheet, the instruction).
2. Reduce Sensory Input: Turn off lights if you can. Ask other kids to move away. Make it quiet.
3. Co-Regulate: Sit nearby (not too close). Model deep breathing. Read a book to yourself.
4. Wait for the Thaw: Watch for small movements. Eyes moving, fingers twitching. That means they are coming back online.

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Scenario 4: The Verbal Explosion (Swearing, Screaming, Threats)

What is happening?

They are venting pressure. It is like a steam valve. The words don’t mean anything. Do not take it personally. They are not attacking you; they are attacking the feeling of distress.

What NOT to do:

• Do not correct their language (“We don’t use those words”).
• Do not argue back.
• Do not take away points or tokens in the moment.

Your Action Plan:

1. The Stone Face: Keep your face neutral. If you look shocked or angry, it fuels the fire.
2. Validate: “I hear you are angry.”
3. Deflect: If they target you, move your gaze away. Look at the floor or a wall. It lowers the intensity.
4. The Bridge: When the screaming stops, offer a drink of water. It forces a swallow, which resets the nervous system.

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Recovery: The “Repair” Phase

The crisis is over. The student is calm. Now what?

Here is the thing: Do not force an apology.

The student is likely exhausted and ashamed. Forcing them to say “sorry” right away brings the shame back. Shame triggers more trauma responses.

Try this instead:

• Reconnection: Just be with them. “I’m glad you are okay.”
• The Task: Do something easy together. Sharpen pencils. Sort Lego.
• The Debrief: Save the “what happened” talk for later. Maybe even tomorrow. Wait until their thinking brain is fully back online.

Summary for your Lanyard

See Distress -> Check Myself -> Reduce Demands -> Ensure Safety.

• Aggression? Step back.
• Running? Shadow them.
• Flopping? Reduce noise.
• Screaming? Validate feelings.

We are the safe base. We help them land.