Addressing Challenging Behaviors in Primary School Classrooms: Understanding the Acting Out Cycle

Introduction

Classrooms are vibrant spaces—yet when challenging behavior arises, even subtle disruptions can interrupt learning. Vanderbilt’s IRIS module, Addressing Challenging Behaviors (Part 1, Elementary), equips educators with vital tools by explaining the acting-out cycle and offering strategies to respond in each phase. Below is a brief summary of this training module for you to begin utilizing in your school environment and/or classroom.

What Are Challenging Behaviors—and Why Do They Matter?

Some students may struggle to manage frustration or communicate needs effectively, leading to behaviors that disrupt learning—ranging from minor (e.g., off-task behavior, arguing) to more serious (e.g., aggression, property damage) (IRIS).

Why these behaviors require attention:

• Students may be removed from class, missing valuable instructional time.

• Disruption affects not only the individual but also peers, reducing engagement and academic achievement.

• Teachers experience increased stress and burnout, contributing to turnover in the profession (IRIS).

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The Acting-Out Cycle: Seven Stages

Understanding that behavior unfolds in predictable stages helps educators intervene timely. The seven phases are:

1. Calm: Student is engaged and cooperative.

2. Trigger: An event—academic or personal—elicits restlessness or frustration.

3. Agitation: Off-task behavior emerges.

4. Acceleration: Behavior intensifies, becoming noticeable.

5. Peak: Behavior becomes extreme and possibly unsafe.

6. De-escalation: Student begins to calm, possibly expressing confusion or regret.

7. Recovery: Behavior has subsided; the student returns to calm (IRIS).

   
   

*****Importantly, behavior doesn’t “come out of nowhere”—there are early warning signs educators can detect if they know what to look for (IRIS).*****

Why Early Intervention Works

• Interrupting the cycle early can prevent escalation: Small, respectful responses (e.g., reminders, praise, offering choices) at the right moment can stop a behavior from escalating (IRIS).

• Misbehavior often communicates a need—to gain something (e.g., attention) or avoid something (e.g., a challenge). By understanding this, educators can respond with empathy and appropriate support, helping students regain control (IRIS).

  
  

• A tiered support system (Behavior Management System) ensures interventions match student needs: Tier 1 for universal supports, Tier 2 for small groups, and Tier 3 for individualized planning such as Functional Behavioral Assessments (FBAs) and Behavior Intervention Plan (BIPs) (IRIS).

  
  

Some Strategies for Each Phase

Calm — Reinforce positive behavior proactively with specific praise.

Trigger — Respond with empathy and a light redirect or choice to defuse frustration.

Agitation — Encourage self-regulation techniques or brief breaks before behavior escalates.

Acceleration — Use neutral, calm language and de-escalation techniques—avoid approaching peak behaviors.

Peak — Prioritize safety; allow space if needed without confronting.

De-escalation — Let the student decompress and offer support when they’re ready.

Recovery — Debrief gently, rebuilding trust and reopening communication—though it may feel hard for both teacher and student, it’s essential for restoring connection (IRIS).

Real-World Scenarios: Nora and Kai

The module highlights two illustrative student cases:

• Nora: Academically strong, but becomes disruptive when classmates ask “silly” questions. Escalates from eye-rolling to yelling and chair-pushing. Intervention through a calm invitation to a breathing corner helps her regain composure (IRIS).

  
  

• Kai: Social and engaged, but struggles with reading aloud. Frustration leads to refusal to read, and sometimes aggressive behavior. Dramatic shifts occur as triggers go unaddressed—highlighting the importance of early, tailored supports (IRIS).

  
  

Key Takeaways for Educators

• Recognize behavior as communication—not defiance.

• Learn the seven-phase acting-out cycle to spot early signs.

• Intervene early with empathy, structure, and choices.

• Ground interventions in a multi-layered framework

• Reflect and reconnect post-crisis to rebuild rapport.

  
  

  

  School Classroom

Conclusion

Vanderbilt’s IRIS module offers a powerful lens for educators to understand, anticipate, and respond to challenging behaviors in elementary classrooms. By embracing the acting-out cycle, employing tiered strategies, and approaching each behavior with empathy, educators can foster a more inclusive and calm learning environment.

Sources

• IRIS Center. (2024). Addressing Challenging Behaviors (Part 1, Elementary): Understanding the Acting-Out Cycle. Vanderbilt University, Peabody College. Retrieved from https://iris.peabody.vanderbilt.edu/module/bi1-elem/