Educators assume children arrive at school knowing how to regulate emotions, resolve conflict and interact respectfully, but behavior must be taught, practiced and supported, write Dr. Tami Dean and Kareeme in an eSchool News essay.
Many students are still grappling with anxiety, disconnection and emotional strain following the isolation and disruption of the COVID pandemic. And teachers aren’t immune. They are managing stress and emotional overload while managing scripted curricula, rising expectations, and fewer opportunities for meaningful engagement and critical thinking. The result: disruptive behavior is now the leading cause of job-related stress and a top reason why 78 percent of teachers have considered leaving the profession.
While districts have taken well-intentioned steps to help teachers address behavior, many initiatives rely on one-off training without cohesive, long-term strategies. Real progress demands more -– a districtwide commitment to consistent, caring practices that unify educators, students, and families.
Lasting change requires a whole-child, whole-school, whole-family approach. When everyone in the community is aligned, behavior shifts from a discipline issue to a core component of learning. Classrooms become safe, supportive environments where students thrive and teachers rediscover joy in their work. When these practices are reinforced at home, the impact multiplies.
Some districts are leading the way, embracing data-driven practices, evidence-based strategies, and accessible digital resources. Here are two examples of successful implementations:
With more than 19,000 students across 24 schools east of Atlanta, Newton County Schools prioritized embedded practices and collaborative coaching over rigid compliance. Newly hired teachers received stipends to complete curated, interactive behavior training before the school year began. They expanded on these lessons during orientation with district staff, deepening their understanding.
Each new teacher was partnered with a mentor at the start of the school year. The mentor provided behavior and academic guidance, and regular classroom feedback. District climate specialists also offered support to all teachers to build robust professional learning communities.
Within the first two weeks of school, disciplinary infractions fell by 24 percent compared to the previous year. Providing the right tools, complemented by layered support and practical coaching, can yield swift, sustainable results.
With more than 300,000 students in more than 5,300 schools, Clark County School District in Las Vegas recognized that many day-to-day challenges faced by new teachers aren’t fully addressed in college training. So “shoulder coaching” was introduced. This mentorship model pairs incoming teachers with seasoned colleagues for real-time guidance on implementing successful strategies.
Rather than relying solely on reactive discipline, videos, structured learning sessions, and continuous data collection give teachers adaptable strategies that reflect lived classroom realities. Real-time data and teacher input is used to evolve its behavior support model. By aligning lessons with the school performance plan, Clark County School District was able to decrease suspensions by 11 percent and discretionary exclusions by 17 percent.
The evidence is clear. School districts that invest in proactive, strategic behavior supports are building the kind of environments where students flourish and educators choose to stay. The next chapter in education depends on making behavior essential. Let’s teach it with the same care and intentionality we bring to every other subject–and give every learner the chance to succeed.
eSchool News
