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"School personnel have the ability to change the course of children’s lives while meeting their own systems’ goals through teaching children skills to regulate their emotions and behaviors, partnering with families to strengthen children’s relationships with adults in and outside of the school, and allowing them to develop their academic potential."

- National Child Traumatic Stress Network (NCTSN)

Educator Toolbox

Approved Educator Approaches to Student Interactions

We prefer the term interactions rather than behavior.  Behavior is defined as "the way in which an animal or person acts in response to a particular situation or stimulus."  However, when approaching student behavior adults often consider only half of the definition; the way in which the student acts.  Too often, the second half of the definition, the situation or stimulus, is disregarded in the adult response.  In other words, there is often an attempt to change the student's actions without considering a change to the situation or stimulus, which is often where the healthier and more effective solutions can be found.  That is because addressing the situation or stimulus is getting closer to solving the underlying problem that is causing the behavior to occur.  For this reason, we believe that interaction is a more appropriate term because it reminds us of the whole picture, rather than just part if it.  

EndSaR maintains a list of Approved Educator Approaches to Student Interactions that are trauma informed, neuroscience aligned, relationship based, collaborative, and effective in preventing the crisis situations that tend to lead to the use of seclusion and restraint.  To be placed on the list, approaches must be approved using the Approved Education Approaches to Student Interactions rubric.

EndSaR believes that, in order to be applied effectively, all school districts must provide educators with regular, in-depth training in Approved Educator Approaches to Student Interactions.


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