drabiletsbehonest

How well-intentioned interventions can unintentionally reinforce challenging behaviors—and what educators can do differently. By Dr. Abigail Rebeske, EdD, MSW | EmpowerED & Thriving What Happens When We Keep Removing the Student? Picture this. A student becomes frustrated during class. Maybe they refuse to complete an assignment, begin arguing with the teacher, or disrupt the learning environment. The teacher attempts to redirect the behavior, but the situation escalates. Eventually, someone...

"You're doing too much." "You need to slow down." "You should rest." As educators, parents, helping professionals, and leaders, many of us hear these messages regularly. While they are often well-intentioned, I have discovered something important about myself over the years: I do not always push through because I am trying to do more. Sometimes, I push through because I am trying to think less. That may sound contradictory, but understanding this distinction has changed how I view...

When a child finally tells an adult that something is wrong, we often imagine a clear disclosure. We imagine a child sitting down and saying: "I'm being abused." In reality, that is rarely how disclosure happens. Children do not typically disclose abuse in a neat, organized, adult manner. Instead, they communicate through behaviors, fragmented statements, changes in mood, fear responses, withdrawal, aggression, running away, academic decline, somatic complaints, or subtle comments that adults...