Behavior Response Script

Introduction: Setting the Stage (5 minutes)

(Teacher says while displaying Calm & Safe Classroom Slide Deck - Slide 1: "Calm & Safe Classroom")

"Welcome, everyone! I'm really glad you're here today. We're going to talk about something incredibly important: how we respond when children exhibit challenging or what we call 'high-risk' behaviors in our classroom. We all want our classrooms to be safe, nurturing, and places where every child feels understood."

"Before we dive in, I'd love to hear from you. Thinking about the past week or month, what's one challenging behavior you've encountered with a child, and how did it make you feel trying to respond in the moment? Just a quick share, no need for details, but it helps us acknowledge the reality of our work."

(Teacher transitions to Calm & Safe Classroom Slide Deck - Slide 2: "Why Trauma-Informed Responses?")

"Thank you for those honest shares. It highlights why this training is so crucial. Today, we're focusing on trauma-informed responses. This isn't just a new buzzword; it's a powerful way to approach behavior that benefits both the child and us, as educators. As you can see on the slide, children communicate through behavior. Sometimes, big behaviors come from big feelings that a child doesn't know how to express in words. Our goal is to build trust, create safety, and promote their social-emotional growth."

Understanding High-Risk Behaviors & Trauma-Informed Responses (10 minutes)

(Teacher transitions to Calm & Safe Classroom Slide Deck - Slide 3: "The 4 R's of Response")

"So, what does a 'trauma-informed response' actually look like? It can feel overwhelming in the heat of the moment, so we're going to break it down into four simple steps, or what I call the '4 R's of Response.' These are: Safety First, Name Feeling, Regulate, and Teach & Repair. These steps provide a framework for us to follow."

(Teacher transitions to Calm & Safe Classroom Slide Deck - Slide 4: "1. Safety First")

"Let's start with the first R: Safety First. This is always our top priority. Our job is to ensure immediate safety for everyone – the child exhibiting the behavior, other children, and ourselves. This might involve physical intervention to prevent harm, like blocking a hit, or using clear, firm, and calm verbal statements. Look at these examples: 'I won't let you hit.' or 'Feet stay on the floor.' Notice how these are direct statements that assert control over the situation, not the child's emotions. It's about keeping everyone safe."

(Teacher transitions to Calm & Safe Classroom Slide Deck - Slide 5: "2. Name Feeling")

"Once immediate safety is established, or sometimes even simultaneously, we move to Name Feeling. This is about acknowledging and validating the child's emotion. We want to show them that we see their struggle. We can use simple language like, 'Your body is having big feelings,' or 'You're frustrated,' or 'You look upset.' Remember, naming the feeling doesn't mean we approve of the behavior; it means we understand that there's an emotion driving it. This helps the child feel seen and heard."

(Teacher transitions to Calm & Safe Classroom Slide Deck - Slide 6: "3. Regulate")

"Next, we help the child Regulate. This is where we co-regulate with them. Their nervous system is likely in overdrive, and they need our calm presence to help them settle. We can offer movement, like 'Come walk with me,' or guide them through breathing, 'Breathe with me.' Simple sensory input like 'Squeeze your hands tight, then let go' can also be effective. Sometimes, just a quiet, safe space – 'Let's take a break' – is what they need. Our calm demeanor is the most powerful tool here."

(Teacher transitions to Calm & Safe Classroom Slide Deck - Slide 7: "4. Teach & Repair")

"Finally, once the child is calm, and only when they are calm, we move to Teach & Repair. This is not about shaming or punishing, but about teaching alternatives and repairing any harm done. For example, 'Next time, use words: 'My turn please'' or 'You can be mad AND keep safe hands.' We also want to involve them in repairing the situation, like, 'Sam got hurt. How can we help?' or 'How can we take care of our classroom?' This step is crucial for learning and restoring relationships."

Scenario Practice & Discussion (10 minutes)

(Teacher transitions to Calm & Safe Classroom Slide Deck - Slide 8: "High-Risk Behavior Quick Reference")

"Now that we understand the 4 R's, let's look at how they apply to specific high-risk behaviors you might encounter. Each of you has (or will receive) a High-Risk Behavior Quick Reference Card. This card summarizes these strategies for quick use. We're going to go through a few scenarios together."

(Teacher transitions to Calm & Safe Classroom Slide Deck - Slide 9: "Scenario: Hitting")

"Let's start with Hitting. This is a very common and serious behavior. Looking at our Quick Reference Card and the slide, how do these steps guide our response? 'I won't let you hit' is our Safety First. Then we Name the Feeling: 'Your body is having big feelings.' To Regulate, we might say, 'Come walk with me.' And once calm, we Teach: 'Next time, use words: 'My turn please.' And Repair: 'Sam got hurt. How can we help?'"

"Think about a time a child hit another. How might using these specific phrases and steps change the dynamic compared to a more traditional response like 'No hitting!' or 'Go to time out!'?"

(Teacher transitions to Calm & Safe Classroom Slide Deck - Slide 10: "Scenario: Wall-Ripping")

"Next, Wall-Ripping. Again, Safety First: 'I won't let you rip things off the wall.' Name Feeling: 'You look upset.' Regulate: 'Take a break.' Teach: 'Next time, say: 'Help please' or 'I need a break.'' Repair: 'How can we fix it?' It’s about redirecting that big energy safely."

"Does anyone have an experience with a child damaging property? How might you use these steps in that situation?"

(Teacher transitions to Calm & Safe Classroom Slide Deck - Slide 11: "Scenario: Standing on Furniture")

"Standing on Furniture. Safety First: 'Feet stay on the floor. You are not safe standing there.' Name Feeling: 'Your body looks really upset.' Regulate: 'Come down and stand with me.' Teach: 'Furniture is for sitting, not standing.' Repair: 'How can we take care of our classroom?' This is a clear boundary with a safe alternative."

(Teacher transitions to Calm & Safe Classroom Slide Deck - Slide 12: "Scenario: Refusing to Move / Harming Others")

"And finally, Refusing to Move / Harming Others. This often requires a strong Safety First response: Stepping between children, moving peers to safety, and a firm 'Hands stay to yourself. I am here to keep everyone safe.' Then Regulate: 'Walk with me to a safe space.' Teach: 'Next time, stomp, squeeze, or ask for help.' Repair: 'Who got hurt? How can we help them feel safe?'"

(Teacher transitions to Calm & Safe Classroom Slide Deck - Slide 13: "Staff Body Language / Actions")

"Now, our responses aren't just about the words we use. Our body language and actions are equally, if not more, important. When a child is dysregulated, they are highly attuned to our non-verbal cues. Look at these points on the slide: Slow movements, a sideways stance, a neutral face, a low and calm voice, keeping a safe distance. All of these communicate 'I am safe, and I am in control' without escalating the situation. We also want to co-regulate, meaning we model the calm we want to see, and offer safe choices for control whenever possible."

(Teacher transitions to Calm & Safe Classroom Slide Deck - Slide 14: "What to AVOID")

"Just as important is knowing what to avoid. When a child is in a high-state of dysregulation, certain actions on our part can actually escalate the situation. Avoid yelling, threatening consequences in the moment, arguing or asking 'Why?' forcing movement aggressively, or shaming. These can make a child feel even more unsafe and unheard, hindering their ability to calm down and learn."

Wrap-Up and Q&A (5 minutes)

(Teacher transitions to Calm & Safe Classroom Slide Deck - Slide 15: "Empowerment & Practice")

"You now have a framework and specific strategies to respond to high-risk behaviors with a trauma-informed approach. This isn't always easy, and it takes practice, but it's incredibly effective. I encourage you to keep your High-Risk Behavior Quick Reference Card handy as a reminder."

"Remember that consistency builds safety for our children. The more predictable and calm we are in our responses, the more secure our children will feel."

"Does anyone have any final questions or reflections they'd like to share? What's one thing you're going to try to implement starting today?"

"Thank you all for your engagement and dedication to our children's well-being. Let's continue to create calm and safe classrooms together!"

⭐ HIGH-RISK BEHAVIOR QUICK REFERENCE CARD

For Early Childhood Staff – Trauma-Informed Responses

General Approach: The 4 R's

1. Safety First: Ensure immediate safety for all.
2. Name Feeling: Acknowledge the child's emotion.
3. Regulate: Help the child calm their body.
4. Teach & Repair: Once calm, teach alternatives and repair harm.

1. Hitting

Safety First:

• “I won’t let you hit.”
• “Hitting hurts. I’m here to keep everyone safe.”
• “Hands stay on your own body.”

Name Feeling:

• “Your body is having big feelings.”
• “You’re frustrated.”

Regulate:

• “Come walk with me.”
• “Let’s take a break.”
• “Breathe with me.”
• “Squeeze your hands tight, then let go.”

Teach (after calm):

• “Next time, use words: ‘My turn please.’”
• “You can be mad AND keep safe hands.”

Repair:

• “Sam got hurt. How can we help?”
• “Check on him? Ice pack?”

2. Wall-Ripping

Safety First:

• “I won’t let you rip things off the wall.”
• “This isn’t safe.”
• “I’m here to help you.”

Name Feeling:

• “Your body has big feelings.”
• “You look upset.”

Regulate:

• “Walk with me.”
• “Take a break.”
• “Breathe with me.”
• “Squeeze your hands, then let go.”

Teach (after calm):

• “Next time, say: ‘Help please’ or ‘I need a break.’”
• “Walls are not for tearing. Let’s practice what to do instead.”

Repair:

• “This came off the wall. How can we fix it?”
• “Help put it back?”
• “Bring it to the table with me?”

3. Standing on Furniture

Safety First:

• “Feet stay on the floor.”
• “You are not safe standing there.”
• “I’m here to help keep you safe.”

Name Feeling:

• “Your body looks really upset.”
• “You have big feelings.”

Regulate:

• “Come down and stand with me.”
• “Walk with me to a safe spot.”
• “Take deep breaths with me.”

Teach (after calm):

• “Furniture is for sitting, not standing.”
• “Next time, stomp feet or ask for help.”
• “Practice safe ways to get energy out.”

Repair:

• “Let’s check if anything got moved or knocked over.”
• “How can we take care of our classroom?”

4. Refusing to Move / Harming Others

Safety First:

• Step between the child and others safely
• Move peers to safety
• “Hands stay to yourself. I am here to keep everyone safe.”
• “Stop hitting. Let’s move safely.”

Name Feeling:

• “Your body looks really upset.”
• “You have big feelings.”

Regulate:

• “Come with me or stay here and calm safely.”
• “Walk with me to a safe space.”
• “Take deep breaths with me.”
• Offer fidgets or safe objects

Teach (after calm):

• “Next time, stomp, squeeze, or ask for help.”
• “We can calm together until your body is ready.”

Repair:

• “Who got hurt? How can we help them feel safe?”

Staff Body Language / Actions

• Slow movements
• Sideways stance
• Neutral face
• Low, calm voice
• Keep safe distance
• Co-regulate: breathe, model calm, narrate steps
• Offer safe choices for control

What Staff Should Avoid

• Yelling or escalating
• Threatening consequences while dysregulated
• Arguing / asking “Why?”
• Forcing movement aggressively
• Shaming (“You know better”)
• Rapid movements / grabbing unless needed for safety