Turning Down the Heat: Practical De-Escalation Skills for Educators

Format

Individual Presentation

Format

Workshop

Presenters

Summer Pannell, The University of Southern MississippiFollow
Juliann McBrayer, Georgia Southern UniversityFollow

First Presenter's Institution

The University of Southern Mississippi

First Presenter’s Email Address

summerpannell@gmail.com

First Presenter's Brief Biography

Dr. Summer Pannell is an Assistant Professor of Educational Administration at The University of Southern Mississippi and a certified instructor for the Crisis Prevention Institute (CPI). She has over two decades of experience as an educational leadership faculty member and P-12 administrator and teacher. Dr. Pannell was awarded the Excellence in Research Award for the University of Houston-Victoria School of Education and the Excellence in Teaching Award for the Department of Educational Leadership and Human Services at Stephen F. Austin State University. She was also nominated for the prestigious Minnie Piper Stevens Award during her time at Stephen F. Austin State University. During her tenure as principal, Dr. Pannell received a Champion of Change Award for her school closing achievement gaps and served on collaborative committees to develop statewide principal and teacher evaluation systems. Dr. Pannell holds superintendent, principal, and teacher certification in multiple states and holds a PhD in educational leadership from The University of Mississippi, a masters degree in curriculum and instruction from Union University, and a bachelors in education from Delta State University. Her research mainly centers on safe and supportive school structures.

Second Presenter's Institution

Georgia Southern University

Second Presenter’s Email Address

jmcbrayer@georgiasouthern.edu

Second Presenter's Brief Biography

Dr. Juliann Sergi McBrayer is an Associate Professor in Educational Leadership at Georgia Southern University and Co-Director of the National Youth Advocacy and Resilience Research Center centered around scholarly practitioners and interdisciplinary research via community partnerships. She holds a Doctorate and Educational Specialist from Georgia Southern University, a Master’s degree from Ohio University, and a Bachelor's degree from SUNY College at Buffalo. She has served over 20 years as an educational leadership associate and assistant professor, educational program coordinator, instructional school leader, professional development and federal programs coordinator, classroom teacher, and teacher leader. As a scholarly practitioner, her research interests include the development, implementation, and assessment of educational leadership and teacher preparation programs with a focus on purposeful, collaborative, and sustainable professional learning and programming to ensure effectiveness and accountability while emphasizing community partnerships.

Submitter

I am submitting this proposal as one of the presenter(s)

Location

Scarbrough 1

Strand #1

Hands: Safety & Violence Prevention

Strand #2

Heart: Social & Emotional Skills

Relevance

This workshop session on de-escalation techniques is intricately tied to the broader goals of school safety and violence prevention. In an era where the threat of violence in educational settings looms large, equipping school leaders and staff with effective de-escalation strategies serves as a crucial frontline defense. When educators learn to recognize early warning signs of agitation and employ techniques such as active listening, empathy, and calm communication, they can often diffuse potentially volatile situations before they escalate into violence.

Brief Program Description

This workshop session will provide a comprehensive overview of de-escalation strategies grounded in the Crisis Prevention Institute (CPI) model. We will explore the fundamental reasons for behavior and equip participants with practical methods to recognize the signs of escalating behavior as well as supportive communication techniques that foster a calm atmosphere and reduce the threat of violence at the early signs of defensive behavior. By embracing these strategies, we can create an environment where students feel safe and understood, ultimately leading to improved behavioral outcomes

Summary

This workshop session will provide participants with a comprehensive overview of de-escalation strategies grounded in the Crisis Prevention Institute (CPI) model. We will explore the fundamental reasons for behavior and identify the risks associated with escalating behaviors. This session will equip participants with practical methods to recognize the signs of escalating behavior and help them develop supportive communication skills that foster a calm atmosphere and reduce the threat of violence at the early signs of defensive behavior. Through interactive discussions and role-playing scenarios, participants will gain an understanding of the importance of empathy, active listening, and non-verbal communication in managing escalating verbal behavior. They will also learn how rational detachment can help mitigate the risk of escalation and violence. These techniques are essential for fostering strong relationships with students, which can greatly minimize conflicts. By adopting these strategies, we can create a safe and supportive environment where students feel understood.

Evidence

In today's educational environment, tensions can rise unpredictably, both in and out of the classroom. A study conducted by the National Center for Education Statistics (NCES, 2023) found that nearly 20% of public school teachers and about 12% of public school principals reported being threatened with injury by a student. These statistics emphasize the challenging environment that educators navigate daily and underscores the necessity for effective conflict resolution and de-escalation strategies.

Research underscores the vital role of de-escalation techniques in fostering a safe and conducive learning environment. Gregory et al. (2016) found that schools implementing de-escalation strategies saw a significant reduction in student suspensions and expulsions. Further the authors noted a 20% decrease in behavioral incidents within the first year. Moreover, Alderman & Green (2011) demonstrated that educators trained in de-escalation techniques report better relationships with students. The researchers found that teachers who were properly trained in de-escalation techniques felt more confident managing classrooms, leading to a 15% improvement in student-teacher interactions. The benefits of the proper use of de-escalation techniques and strategies extend to beyond behavior management. A report by the National Association of School Psychologists (2020) highlighted the mental health benefits for both students and staff when de-escalation techniques are effectively used. Schools with de-escalation training programs reported a 25% decrease in student anxiety levels and a 30% reduction in teacher burnout rates. Further, Carter et al. (2018) found that de-escalation techniques help create more inclusive and supportive school climates noting that schools with these programs were more likely to have higher rates of student engagement and lower dropout rates. Moreover, the implementation of restorative practices alongside de-escalation techniques has been linked to improved student relationships and accountability, fostering a sense of community within schools. By equipping educators with these essential skills, schools can cultivate an environment where all students feel valued and supported, ultimately leading to enhanced educational experiences.

References

Alderman, H., & Green, S. (2011). Conflict resolution education: Preparing youth for the future. Educational Leadership, 69(1), 17-21.

Carter, P. L., Fine, M., & Russell, S. T. (2018). Discipline disparities: A research-to-practice collaborative. Equity & Excellence in Education, 51(1), 31-44.

Gregory, A., Skiba, R. J., & Noguera, P. A. (2016). The achievement gap and the discipline gap: Two sides of the same coin? Educational Researcher, 45(1), 59-68.

Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools. The Future of Children, 22(1), 47-73.

National Association of School Psychologists. (2020). Framework for Safe and Successful Schools.

Learning Objective 1

Participants will gain a comprehensive understanding of the principles and techniques of de-escalation, including recognizing the signs of agitation and employing effective communication strategies to diffuse tense situations.

Learning Objective 2

By engaging in role-playing exercises and examining case studies that illustrate the application of de-escalation techniques in various school settings, participants will be able to confidently implement these skills in real-life interactions with students, effectively reducing conflict and enhancing safety.

Learning Objective 3

Participants will explore the role of emotional intelligence in de-escalation, learning techniques to cultivate empathy and active listening skills and become better equipped to connect with students on an emotional level, facilitating understanding and trust that can preemptively reduce conflicts.

Keyword Descriptors

De-Escalation, Conflict Resolution, School Safety

Presentation Year

2025

Start Date

3-5-2025 11:15 AM

Recommended Citation

Pannell, Summer and McBrayer, Juliann, "Turning Down the Heat: Practical De-Escalation Skills for Educators" (2025). National Youth Advocacy and Resilience Conference. 82.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2025/2025/82