NYCPS - Behavior is Communication

Behavior is Communication:Designing Classrooms that Support Regulation, Access, and Belonging.

Presented by: Breauna C. Wall, Ed.D.

About Me

• Follower of christ
• mother
• educator:

• edu leadership
• special education
• mind, brain, teaching
• clinical supervisor

• Research

• Author

• Enjoy Church, comedy, movies, and traveling! :)

"Life's most persistent and urgent question is what are you doing for others?" Martin Luther King Jr.

​Inclusive education means making it your mission that every student believe they are welcome, they are valued, and supported to reach their full potential.

Partnering for Student Success

Behavior is one of the most common & complex challenges you face today. This session won't dismiss those challenges. Instead, we'll seek to understand them more deeply.

Today's Lens: Instead of asking "How do we stop this behavior?" we'll explore what the behavior might be communicating — and how classroom design, expectations, and supports can shape what we see.

Let's start from a place of curiosity, not blame. Every educator in this room is working hard for students.

Develop

Discuss

Develop a shared lens for understanding behavior as communication

Reflect on real classroom situations and identify small shifts.

Explore

Explore practical strategies for designing lessons and classroom environments that support engagement.

Builds application

Builds alignment

Builds capacity

Let's Start with Reflection

Before we dive in, take 2–3 minutes to ground yourself in the real classroom challenges you're navigating right now.

✏️ Reflection Prompt: Think about a behavior that shows up frequently in classrooms right now. What makes it particularly challenging to address?

📝 Jot Quick Notes: Prefer to write? Capture what comes to mind. Maybe a specific moment, a recurring situation, or a student who has been on your heart.

💬 Turn & Talk: Share your thoughts with a partner nearby. What patterns are you noticing? What feels most persistent or puzzling?

We'll carry these real examples with us as we build shared understanding throughout the session.

Myth Buster #1

Students with ADHD simply CANNOT pay attention.

ADHD is mostly about hyperactive or disruptive behavior.

Reality

Students with ADHD simply can’t pay attention.

ADHD is mostly about hyperactive or disruptive behavior.

Students with ADHD often can focus intensely, especially on activities that are engaging or rewarding. The challenge is not the ability to pay attention, but how attention is activated and sustained.

Myth Buster #2

Students who challenge instructions are being defiant.

Reality

Students who challenge instructions are being defiant.

For some students, especially adolescents, questioning can be part of engagement and identity development. This could also signal a learning challenge or a cultural difference.

Say something like..

"It sounds like you're frustrated with the assignment - is that true? Tell me what part feels challenging." Or, "Hey, Jose, I've got you. Let me wrap up what I am saying and address that. Is anyone else feeling like Jose?"

Myth Buster #3

If a student is constantly moving, they are being defiant.

Reality

If a student is constantly moving, they are being disruptive.

Movement can be a way for some students to regulate attention, energy, or stress, especially for students with ADHD or sensory needs.

Try different seating arrangements, letting students stand when needed, etc.

Behavior as Communication

Every behavior carries a messgae.

3. Alignment: There may be a mismatch between the expectations, structure, environment, or pace — and the student's current capacity or readiness.

1. Regulation: The student may be overwhelmed, emotionally dysregulated, or struggling to balance sensory input in the moment.

2. Access: The student may not fully understand the task/ directions or the student needs enrichment.

Let's pause & process together: Which of these three signals do you think shows up most often in your classrooms right now? Why?

The Foundation: Relationships Drive Learning and Behavior

John Hattie (Visible Learning) – Teacher–student relationships have an effect size of 0.52, meaning they significantly influence learning outcomes.

Pianta & Hamre (Teacher–Student Relationship Research) – Positive relationships are linked to better self-regulation, fewer behavior challenges, and stronger academic engagement.

Research consistently shows that teacher–student relationships are one of the strongest predictors of student engagement, behavior, and academic success. Students are more likely to: • engage in learning • regulate emotions and behavior • persist through challenges • respond to feedback and redirection when they feel known, respected, and supported by their teacher.

CDC & CASEL research on belonging – Students who feel connected to adults at school are more likely to attend, participate, and succeed academically.

The Power of Relationships

edutopia

Why Relationships Matter for Challenging Behavior

Challenging behavior is often connected to: • frustration with learning • lack of trust with adults • previous negative school experiences (years) • difficulty regulating emotions • feeling misunderstood or unsuccessful • factors external to the classroom A positive relationship can: • reduce power struggles • increase willingness to try • strengthen emotional regulation • create psychological safety for learning

Simple Relationship Strategies

• Use the 2 × 10 strategy (2 minutes a day for 10 days connecting with a student)
• Greet students by name when they enter the room
• Notice and name student strengths and effort
• Check in privately with students who seem frustrated or disengaged
• Use the first 30 seconds of independent work time to build report
• Use curiosity before correction (“What’s getting in the way of starting?”)

Behavior as Communication

Every behavior carries a messgae.

2. Access: The student may not fully understand the task or the directions or the student needs enrichment.

3. Alignment: There may be a mismatch between the expectations, structure, environment, or pace — and the student's current capacity or readiness.

1. Regulation: The student may be overwhelmed, emotionally dysregulated, or struggling to balance sensory input in the moment.

Real Classroom Scenarios

Scenario 1: Head Down, Won't Start A student frequently puts their head down during independent work and refuses to begin assignments. This happens consistently, not just occasionally. Consider: Is this a regulation, access, or alignment challenge? What small shift might help?

Scenario 2: Disruptive Transitions Students become loud, physical, or off-task during transitions between activities — even when the next activity is one they typically enjoy. Consider: What might students be experiencing during these in-between moments? What design adjustment could create smoother transitions?

Let's talk! Use the Regulation / Access / Alignment framework to guide your analysis.

Unpacking Scenario 1

The behavior: Head down, refusing to start independent work consistently, across multiple days.

Could be Regulation The student may be emotionally flooded, anxious, or simply exhausted. Starting a task requires executive function — and that's hard when the nervous system is dysregulated.

Possible Small ShiftsTry a low-barrier entry point, a "first step" prompt, a quiet check-in, or a brief coregulation moment before the task begins. Reduce the perceived mountain before asking the student to climb.

Could Be Access The student may not know how to begin — unclear directions, a missing skill, or an intimidating task length can all make "starting" feel impossible.

or..relationship factor

Unpacking Scenario 2

The behavior: Disruption during transitions — noise, physical movement, off-task behavior between activities.

What Students May Be Experiencing Transitions are neurologically demanding. These require students to stop one mental set and shift to another — without warning, support, or structure. For many students, this gap is when dysregulation surfaces.

Design Adjustments That Help Give advance notice, use a consistent transition signal, assign a transition job or role, and provide a brief physical or sensory reset between activities.

The Bigger Principle Structure creates safety. When students know what to expect, they can regulate more effectively and engage more fully. Consider using the "first, then" strategy.

Identifying Your Small Shifts

Take a moment to reflect and identify one small, concrete action you're willing to try:

Write it down. Share it with a partner. Naming it out loud makes it more likely to happen.

Strengthen Alignment

Adjust an Instructional Move

Support Regulation

Is there a transition, a morning entry, or a work period that would benefit from more structure or a clearer visual cue?

Could you chunk a task differently, add a model, or offer a low-barrier entry point before asking students to work independently?

Could you build in a brief movement break, introduce a calm-down corner, or add a check-in moment to your daily flow?

Exploring more scenarios

Building on our framework, let's consider two additional scenarios where understanding behavior as communication can lead to impactful design shifts.

Scenario 3: Constant Interruptions A student frequently calls out, talks to peers during instruction, or leaves their seat without permission, even after clear reminders and expectations. Consider: Is this an alignment challenge, a need for engagement, or an underlying regulation need? What design shift might address the root cause?

Scenario 4: Out right defiance! You tell a student to sit down and she chooses to sit in a different seat. You ask her again and she says, "Why can't I just sit here. Oh my goodness. It's not that serious." Consider: What response might help de-escalate rather than escalate the situation? What is the goal in this moment: compliance or continued learning?

As before, use the Regulation / Access / Alignment framework to guide your analysis in small groups or as a whole group.

Unpacking Scenario 3

The behavior: Constant interruptions — calling out, talking to peers, leaving seat during instruction.

Strategic Design Shifts Build in opportunities for active participation, structured peer interaction, and choice. Use clear, positive prompts for desired behavior. Provide short movement breaks or flexible seating options for sensory input. Co-create and regularly review classroom norms.

It Could Be Communicating... A need for attention or connection, difficulty with impulse control (regulation), disengagement from the task (engagement), or a misunderstanding/disagreement with classroom norms (alignment).

The Core Principle Students thrive in environments where they feel both seen and integrated. Proactively design a classroom that meets the needsfor connection, agency, and appropriate sensory input.

Unpacking Scenario 4

The behavior: Distruptive and defiant act of not returning to their proper seat

It Could Be Communicating... A desire for autonomy. Peer connection. Embarrassment or discomfort. Testing boundaries. Frustration or emotional spill over. Reaction to public correction

Consider These Responses: "Let's reset. Head to your seat we can get to the fun part of this lesson." "I'll check in with you later, but for now, please move to your seat." Follow through with consequences.

The Core Principle When a student pushes back publicly, the goal is not to win the interaction, it's to keep the class moving and avoid escalation. Neutral → Brief → Redirect

The quiet one Scenario

The behavior: Lack of participation — students consistently avoid volunteering, hesitate to ask questions, or don't engage in group discussions, despite being academically capable.

It Could Be Communicating... A lack of psychological safety (fear of mistakes, judgment), a cultural norm around participation (e.g., valuing quiet observation over verbal volunteering), or content that doesn't feel relevant or connected to their experiences.

Culturally Responsive Design Shifts Offer diverse participation pathways (written, small group, digital). Ensure content connects to students' lives and cultural backgrounds. Explicitly teach and co-create discussion norms that value varied communication styles. Foster a classroom culture where risk-taking is celebrated and mistakes are learning opportunities.

The Core Principle Meaningful engagement is rooted in belonging and relevance.

Understanding Cultural & Linguistic Nuances

The behavior: Misinterpretation of student actions, speech patterns, or social interactions, often leading to mislabeling or misunderstanding.

It Could Be Communicating... Students' cultural norms for eye contact, personal space, and directness of communication may differ from mainstream expectations. Family or community values may influence interaction styles that appear 'disruptive' or 'disengaged' in a Westerncentric classroom.

Strategic Design Shifts Actively learn about students' cultural backgrounds and communication styles. Incorporate diverse perspectives and materials into lessons. Provide explicit instruction on classroom norms, explaining 'why' rather than just 'what'. Create opportunities for students to share their cultural identities and linguistic strengths with the class.

The Core Principle A culturally responsive classroom transforms potential misinterpretations into opportunities for mutual learning and deeper understanding.

Identifying Your Small Shifts

Take a moment to reflect and identify one small, concrete action you're willing to try:

Strengthen a Routine

Adjust an Instructional Move

Support Regulation

Write it down. Share it with a partner. Naming it out loud makes it more likely to happen.

Access Points

Regulation Supports

Predictability & Structure

Clarity of Instruction

• Build in movement opportunities
• Offer flexible seating options
• Introduce pause and reset strategies
• Say kind things with your words and body language

• Provide multiple ways to engage
• Offer scaffolds for entry into tasks
• Incorporate meaningful student choice
• Consider students' cultural, linguistic background & interests

• Build consistent daily routines
• Use visual supports and schedules
• Signal transitions clearly and early

• Provide clear, step-by-step directions
• Model expectations explicitly
• Chunk tasks into manageable parts

Refection: Which of these four areas feels most within your control right now and which one/s do not?

Your Choice Application Activity

Click on the icons below to access the resources & activities

Systems and Environment Lens

Student Scenario Reflection

Lesson Design Shift

Wrap-Up

What’s one thing you’ll bring back to your team?

"When behavior is the only way a student can communicate frustration, confusion, or overwhelm, it becomes the language we see. Our goal is to expand the ways students can communicate success."