Engagement eases dysregulation in students with anxiety and trauma

Abstract

Teachers are seeing growing numbers of students with mental health disorders in their classrooms. Many have anxiety or trauma, which can make it difficult for them to engage in academic work. If an activity provokes anxiety or triggers a student’s trauma, they may disengage from the activity and engage in disruptive behavior. Jessica Minahan explains that negative thoughts could be at the root of students’ disengagement and dysregulated behavior. Traditional activities to help students regulate their behavior, such as sensory breaks, may be counterproductive for these students, because they cause them to dwell on negative thoughts. Negative thoughts rising from anxiety or trauma may be greatest when students engage in independent work, without teacher support. Setting students up for success with independent work can help break the cycle that leads to disengagement and dysregulated behavior. If a student is stuck in negative thoughts, an activity to distract them from the negative thoughts can help them re-engage.