How to work with students with emotional and behavioral problems

Among the disabilities that qualify a student for special education services, one of the hardest to work with is an emotional disability (ED). Students with emotional and behavioral problems are often exceptionally bright and can be exceptionally unpredictable. While some barriers to learning can often be approached in similar ways for similar students, EDs and the manifestations thereof vary significantly. As a teacher or paraprofessional, it can be more draining and frustrating to work in classroom for students with emotional and behavioral impairments.

Instructions

1. Evaluate whether you are patient enough to deal with students who will push you to the limit on a daily basis. Some students with emotional and behavioral problems will deliberately find your buttons and press them on a regular basis. Others may push you to the limits just because their behaviors are so unpredictable and in reaction to things that make no sense to you. If you are a very emotional and reactive person then you are likely to have difficulty doing this type of work.

2. Avoid thinking of the students as their problems. They are, first and foremost, children. It's easy to fall into the pattern of identifying a child as the "autistic one" or the "ODD (oppositional defiance disorder) kid," but try to keep in mind that these are children who deserve to be treated individuals. For the most part, kids want to be like their peers, want to please people and want to do well.

3. Establish a relationship with each student, based on his strengths and weaknesses. Special education professionals who take the time to get to know what motivates each student are typically very successful working with students with emotional and behavioral problems. Not only can getting to know more about a student give you insight into how he can be taught and helped, but it will also give you something to work with when it comes to creating an individualized behavior plan.

4. Try to be there regularly. Sure, everyone gets sick once in while, but it's important that your students have consistency. Let them know ahead of time if you know you will be out and give them a head's up about what the day without you will hold for them. If possible, send a message to the class (or your individual student) when you are ill so they know you haven't abandoned them.

5. Be predictable. Students who themselves are unpredictable need (and crave) a stabilizing presence. This doesn't mean you have to be a pushover--in fact you shouldn't be. Set a schedule and stick to it. Likewise, have some ground rules that are non-negotiable, but let the students know that you are willing to listen to and evaluate extenuating circumstances as they arise.

6. Keep an even temperament. Getting upset with and at a student is more likely to escalate her behavior than to quash it. Stay just as calm during an excitable outburst as you would during any other situation. You'll need to know the student's tendencies before deciding whether she needs you to just be a calm presence near her or needs you to talk with her calmly but, in either case, keep your cool, keep your voice down and keep your eyes on the student.

7. Ask for help when you need it. It's demanding work to be constantly vigilant and trying to keep one step ahead of a student with behavioral or emotional outbursts. It's understandable that you might need assistance. Ask someone to cover for you while you take ten minutes to regroup or talk to another professional about how you're feeling. It will benefit everybody in the long run.

Tips & Warnings

• It's ideal to have some specialized training before working with students with emotional and behavioral problems. Many teachers pursue a Master's degree in special education, with a concentration in emotional disabilities, but paraprofessionals often are thrown into the ring without much training. Talk to your school district about funding so that you can take a course at a community college or go to workshops to help you learn more.