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Creating Crisis-Resistant Schools

Updated: Feb 4


Preparation and prevention are the cornerstones of creating crisis-resistant schools. While schools often struggle with behavioral challenges, many focus almost exclusively on addressing the behavior of students. The fact is, sustainable change requires us to turn our attention to the behavior of educators. Without equipping teachers, administrators, and staff with the skills to prevent and manage crises effectively, we’re merely addressing symptoms rather than the root causes of disruptions.


Consider a school grappling with escalating behavioral incidents. Suspensions are high, classrooms feel chaotic, and teachers are frustrated. The administration brings in new programs aimed at students, hoping for a quick fix. Yet, the cycles of disruption persist. The problem isn’t a lack of student-centered interventions - it’s that the educators themselves haven’t been trained to create environments where positive behavior thrives.


Effective crisis prevention begins with the behavior of the adults in the building. Teachers and administrators need to model composure, establish consistent reinforcement systems, and build environments where students feel safe and supported. Sustainable change requires a proactive approach that focuses on shaping the behavior of educators to promote resilience and reduce the likelihood of crises.


1. Behavior-Based Crisis Management

A behavior-based approach emphasizes understanding and influencing behavior through reinforcement and consequences. This proactive strategy helps educators anticipate and prevent problems before they escalate into crises.


Example 1: Positive Behavior Support (PBS)

In a classroom struggling with disruptions, the teacher begins using Positive Behavior Support. Instead of focusing on reprimanding disruptive students, the teacher identifies and reinforces positive behaviors, such as following instructions or helping peers. Over time, the classroom culture shifts as students experience consistent reinforcement for desirable behaviors.


Example 2: Data-Driven Decision Making

A school notices that behavioral incidents spike during unstructured times like lunch or transitions. By analyzing data, educators identify patterns and implement targeted supports, such as additional supervision and structured activities. These changes reduce problem behaviors and create a more predictable and supportive environment.


2. Cultivating Crisis-Resilient Social Skills

Resilience isn’t just about reacting to crises; it’s about preparing students to navigate challenges with confidence. Educators play a crucial role in teaching and modeling the social skills needed to handle stressful situations effectively.


Example 1: Behavioral Role Modeling

During a school-wide fire drill, a teacher models calm and collected behavior while clearly communicating instructions. Students observe and replicate this behavior, learning how to stay composed in emergencies. This proactive modeling builds a culture of preparedness and confidence.


Example 2: Peer-Mediated Interventions

In an elementary classroom, a teacher pairs a socially anxious student with a supportive peer for group activities. The peer provides encouragement and reinforcement, helping the student build confidence and improve their ability to handle social challenges. These skills translate to greater resilience in both everyday interactions and more stressful situations.


3. Personalized Crisis Preparedness

Every school is unique, and effective crisis preparedness requires tailoring strategies to fit the specific needs of the environment. Personalization ensures that both educators and students are equipped to handle crises with clarity and confidence.


Example 1: Tailored Crisis Plans

In a district with diverse school settings, administrators collaborate with teachers to develop personalized crisis plans. These plans account for factors such as building layouts and specific student needs, ensuring that every individual knows their role during a crisis.


Example 2: Self-Monitoring and Self-Regulation

Middle school students are taught to monitor their emotional and behavioral responses during challenging situations. By practicing self-regulation skills, they learn to remain calm and make effective decisions, fostering independence and preparedness.


While these strategies can transform schools, their success hinges on one critical factor: educators must be equipped to implement them with precision and confidence. This requires more than a one-time training session or a “sit and get” workshop. It demands fluency-based training and ongoing coaching to ensure skills are not only acquired but also generalized into the natural environment.


The Need for Fluency-Based Training and Coaching

Too many behavioral trainings - whether focused on crisis management, PBIS, or individualized behavior plans - are passive, leaving educators with little practical application once the session ends. Educators are often told what to do, but when it comes time to apply these strategies in real-world situations, the knowledge fades.


Fluency-based training changes this dynamic by ensuring educators can perform key skills accurately, efficiently, and confidently. When combined with coaching, where educators receive feedback and reinforcement in real-time, these skills are more likely to generalize to their daily practice.


The beauty of this approach is its efficiency. With good fluency-based training, even a little coaching goes a long way. It bridges the gap between knowledge and action, empowering educators to create environments where positive behavior thrives and crises are effectively managed.


Focusing on Educator Behavior for Lasting Change

Preparation and prevention start with the adults in the school. When educators demonstrate calm, composed behavior, consistently reinforce positive actions, and proactively address challenges, they set the stage for an environment where students can thrive. The foundation of crisis-resistant schools lies in shaping the behavior of those with the greatest influence: the educators.


Creating sustainable change isn’t about “fixing” students; it’s about equipping educators with the tools and strategies needed to foster success. By prioritizing preparation and prevention, schools can shift from reactive responses to proactive solutions, cultivating environments that are truly equipped to withstand and navigate crises effectively.


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Melissa Druskis, BCBA

Founder & Editor-In-Chief

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@ 2024 by Behavior Brain Magazine

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