How to Spot the Signs of Potential Aggression
By: Dr. B
Daily, I walk into schools and sign into the visitor book. I look up at the ladies working in the office and ask, "Any place I am needed?" One replies, "Kindergarten and first grade hallway, Dr. B."
As I step into the hallway, still wearing my backpack and coat, I see a student hissing at their teacher, hands raised, striking out. This student has already escalated to aggression, physically lashing out in frustration. But how can we intervene before a situation reaches this point?
Prevention starts with recognizing the early warning signs of escalation. By identifying these cues, we can implement strategies to de-escalate the situation before it turns into aggression.
Here are some visual signs to look for that indicate that a student may become aggressive:
Inner part of eyebrows pointed down
You can see white above the iris (sometimes you can see white below the iris, and this is more about the person being unstable, but it could result in aggression)
Chin jutted forward
Arm splay
Chest pop
Weight moves forward from body
Toes pointed towards target
Jaw line is tensed
Dimpling on the chin
Chance showed all of these signs except the dimpling on the chin. I move quickly and quietly in between them and say to the teacher, "I have this, thank you for your help." She is visibly startled and relieved that help has arrived and she goes into her classroom and closes the door, the blind on the door already closed.
The student looks at me yelling, "Back up!" I say, "I'm so sorry, I am Dr. B, I am here to keep you safe." I take one small step back. I am using the Stance of Safety. The step back helps to balance the height between myself and this student, and I say, "I am so sorry you feel frustrated, can we move to a safer spot so your friends won't see you upset?" He nods, breathing heavy with his fists still raised, we move to the alcove of the hall and I hand him my scarf. He sits down and I indicate he can use it to wrap himself. I can see he isn't as heightened so I say, "I am going to give you some privacy, let me know if you need anything”, and I turn away from him. I angle my body so that I can still see him and I can also see the hall.
After a moment he sits in the corner, puts the scarf around him and cries. I slip out of my backpack and put it against his legs to give him a more confined space. As his crying subsides, I ask him questions about his class. He shares that it's very hard for him and he just gets so angry. We then discuss a plan to go to another area of the building where he can start to work, then move with his class to lunch and recess then back into the classroom. He agrees to this idea and I swing by his class to grab some of his assignments and let his teacher know that he will be back soon. We move through the plan and I meet with the teacher during lunch. I describe what I did to regulate him and she asks if we can create a space like that in her classroom.
What a fabulous idea. We look at her furniture and use two file cabinets to create a 'cozy corner' and we put a bean bag and blanket in the area. We discuss how to present the space to the class.
After lunch, she has the class meet on the rug where she introduces the idea of the 'cozy corner' for any of the students that feel they need a few minutes. Chance loves this spot and is able to stay in his classroom more than 95% of the day. At the end of the school year he transitions into first grade where he sees me one day and says, "I don't see you very much, I must be doing really good Dr. B!" I responded with, "Amazingly good!"
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