Help for Billy: A Beyond Consequences Approaching to Helping Challenging Children in the Classroom

by Heather T. Forbes

Before recess, the teacher makes certain that Billy understands where the class is heading and on how they are going to get there. Billy, along with the entire class, is made aware of what is going to happen once the class returns from recess. Even if the routine is the same one the class has followed for three months, the information is still provided to give Billy predictability. Billy is given options as to what to do in the event that he gets overwhelmed on the playground. Instead of feeling powerless or helpless (and acting out), he is given ways to get resourced. This may be with a safe and emotionally connected adult on the playground, giving him a break to get some water and take some deep breaths, or choosing an activity that physically regulates his body, like swinging. Billy may need a smaller area in which to play. Sectioning off a small area of the playground to create more physical containment will decrease his overwhelm. This space can incrementally be enlarged once he feels safer. Once Billy is on the playground, an adult can help him slowly transition into play, interacting with Billy and helping him adjust to the change in the environment. Typically, once children hit the playground, they run and disperse like a heard of wild horses. This is too abrupt for Billy; if he is given more transitional time with an adult helping him get settled into an activity like jumping rope or riding on the merry-go-round, he has more chance for a positive experience. When ...