10 Behavior Intervention Strategies for Young Students

Ah, the sweet sounds of “back to school.” If you work with preschool or elementary students, though, those sounds might include a screaming kindergartener who refuses to enter the classroom, the yelp of a teacher as a youngster surprises her with a swift kick, or the walkie notification that a student has escaped the building and is on top of the playground equipment. Tiny people can cause big disruptions!

Young students with significant behavior challenges are becoming increasingly common, but the principles of behavior intervention remain the same. All behavior, including misbehavior, is a form of communication, and young children are less skilled in communicating appropriately. When a child acts out—whether through tantrums, hitting, running, or other dangerous or aggressive behaviors—they are often expressing frustration, anger, fear, and in almost every case . . . a need for connection. The best approach in these situations is to uncover what need the behavior is communicating … and then help the student find an appropriate way to meet that need. 

Transforming Behavior with a Positive Focus

It is tempting to focus on how to STOP the behavior that is disrupting the classroom. This approach can lead to power struggles and even intensify the behavior. Instead, change the focus. Be specific and relentless about the behavior you do want by teaching the child alternative, positive ways to express their needs. And ensure the desired behavior is developmentally appropriate for the child. All children, and especially very young students, need lots of movement, play, and rest. Sometimes the best intervention is a change in how the day is structured for all young students, with more frequent breaks, indoor and outdoor play, and snacks, and rest.  

Practical Strategies for the Classroom

Here are some effective strategies you can implement to help young students manage disruptive or dangerous behavior:

#1 Name the Behavior

Start by identifying one target behavior, two at most. Choose a consistent, specific name for that behavior (and for the replacement behavior), and teach it to the student and the adults who work with the student. Common language helps the child understand what the behavior is and recognize it when it happens. 

#2 Teach Replacement Behaviors

Teach the child-specific actions and words to use instead of the inappropriate behavior. For example, if a child hits to get attention, show them how to tap a peer on the shoulder or call their name instead. Practice and reinforce these new behaviors heavily with praise and positive attention. 

#3 Count It

Find a simple way to collect data on either the problem behavior or the replacement behavior. This might involve percentage of time spent in the classroom per day (as opposed to running away), number of aggressive behaviors in a day, number or length of breaks. Young children can benefit from a simplified Check In Check Out intervention, with frequent intervals for feedback on their behavior goal. Without this data, it can be difficult to see gradual progress and know what is working and what isn’t. 

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#4 Intentional Connection

Dramatically increase positive, playful time with the student. Morning greetings and meeting time, playground time, and just 1-2 minutes a day of one-on-one focused attention can begin to create a sense of connection and belonging for the student. 

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#5 Positive Reinforcement

Aim to provide 5 positive interactions for every correction. Use noticing statements like, "You asked for help instead of running away—that’s safe." Reinforce positive behavior with attention and positive social connection as much as possible. Tangible rewards are OK, but the goal is to build social bonds and develop the desire for more positive interactions with peers and adults. 

#6 Visual Supports

Pictures are better than words. Use visual tools like picture schedules for students who struggle with transitions or contingency maps to show the outcomes of different behaviors. Personalized social stories and choice boards can also help the child understand and remember appropriate behaviors.

#7 Planned Breaks

For students who can only attend to work or stay in their area for a certain length of time, get ahead of the meltdown by planning a break before it is needed. You can then begin to gradually extend the work time. Structure and practice breaks ahead of time, designating where, what, and how long the break will last. 

#8 Calming Techniques

Teach children self-calming strategies like S.T.A.R. breathing  (Stop, Take a deep breath, And Relax). Even very young children can learn to take deep breaths. Regular practice can help them develop an automatic response of composure when they feel upset.

#9 Involve Parents

Helping families understand the function of behavior and how to respond consistently can make a huge difference for the young student. Communicate early and often with caregivers, and coordinate school and home responses if possible. 

#10 Involve Peers

Students with behavior challenges often prefer negative attention to no attention. Peers can sometimes reinforce disruptive behavior because they give lots of attention, strong negative reactions, or even laughter. It can be very effective to instead create moments where the class is rewarded and pays positive attention to the student when positive behavior occurs, and on the other hand to continue their work and pay no attention to disruptive behavior (unless there is a safety issue.) The FirstStep Next intervention provides a structure for teaching young children how to behave in school and involving families and peers in positive reinforcement. 

Creating a Supportive Environment

In addition to these strategies, it’s important to create a supportive environment when incidents do occur:

• Keep verbal demands to a minimum when the child is upset.
• Model calming behaviors such as taking deep breaths. Children will often mimic what the adult is doing.
• Reduce the number of adults present to avoid overwhelming the child.
• Consistency is crucial—practice escape procedures and calming techniques regularly, not just in the heat of the moment.
  

Finally, remember to take care of yourself. It is stressful to deal with challenging behaviors. Choose a few coping strategies to help you stay positive and avoid taking things personally:

• Use positive self-talk - it’s not just for students.
• Keep reminders in the classroom to help you maintain a calm and supportive atmosphere.
• Seek a partner teacher/mentor who can encourage you.
  

Conclusion

Having a plan is half the battle. Specific strategies help us take a scientific approach to the student’s behavior – try and see what works, and what doesn’t. Keep in mind that all behavior is communication, including ours. The daily personal interactions with a young student are the most important communication we provide. The goal is not just to stop the behavior but to connect the child to school, to create a sense of belonging and caring.  Early intervention can change the trajectory for young students with behavior problems. Stick with it—change takes time, but your efforts can make a lifetime of difference.