Every student brings a unique set of experiences into the classroom. Those experiences shape how they respond to challenges, connect with others, and engage in learning. When we understand what may be happening beneath a student's behavior, we can respond with greater intention and support.

In this conversation, Gail Boushey sits down with Heather Forbes, author of Help for Billy and Classroom 180, to explore how trauma and stress affect students and what teachers can do to create an environment where every child feels supported.

Heather offers a valuable perspective on student behavior, encouraging us to look beyond what we see and consider what a child may be experiencing. Together, Gail and Heather discuss the importance of relationships, emotional safety, classroom routines, and helping students develop the ability to regulate their emotions.

What You'll Learn

Throughout their conversation, Gail and Heather explore several important ideas:

• Looking beneath the behavior. Understanding how experiences of helplessness, hopelessness, or powerlessness can affect a student's ability to manage stress and respond to everyday situations.
• The power of relationships. How a teacher's calm, steady presence and intentional student-to-student connections help create a classroom where children feel they belong.
• Creating emotional space. Why listening, acknowledging a student's experience, and allowing time to process emotions can be more helpful than immediately offering solutions.
• The importance of a predictable environment. How consistent routines, clear expectations, and thoughtful classroom design help students feel secure and prepared for learning.
• Supporting regulation before expecting engagement. How movement breaks, quiet spaces, and opportunities to reset can help students return to a state where they are ready to learn.
• Moving beyond external rewards. Considering how to support students in developing self-regulation and an internal desire to learn.

Bringing These Ideas Into Your Classroom

One of the most valuable ideas Heather shares is that behavior gives us information. A student who struggles to follow directions, manage a transition, or participate in learning may be communicating a need for connection, reassurance, or support.

Many of the practices Gail and Heather discuss are already part of intentional teaching. Predictable routines help students know what to expect. Thoughtfully designed learning spaces support focus. Strong relationships create a sense of belonging. Explicitly teaching students how to manage themselves during learning builds independence over time.

As you watch, consider the students in your classroom and the routines you've established. Where might a little more predictability, connection, or time to regulate make a difference?

A question to try in your teaching: When a student's behavior is challenging, what might change if I begin by asking, "What is this student experiencing, and what support might they need?"

Small shifts in how we understand and respond to students can have a lasting impact on their sense of belonging and their ability to learn.