When one pupil in a class is struggling with emotional or behavioural issues, it affects the whole
class. For school staff, taking care of the child in distress can become all consuming, and it can be
difficult to make sure other pupils are getting what they need, too.
A child who isn't the one demanding the attention, who seems to be accepting the melt down—or
may be acting as if he's doing fine—may in fact be struggling, too.
Here are some ways pupils might be affected, and things you can to do help them respond to the
challenge in a healthy way.
Disturbed by behaviour
Other children in the class are affected most when a psychiatric or developmental disorder results in
frequent outbursts—dramatic meltdowns or rages, or aggression towards other school members.
It's natural to be upset when another child is yelling or having a tantrum—these things are upsetting
for staff, too. A child might be in tears while it's happening, but most ordinary children bounce back
and are able to take them in stride, especially if they understand that their class mate has an illness
that makes it hard for them to control their emotions and their behaviour.
Pupils with learning difficulties however, can feel very overwhelmed by the behaviour especially if it
includes verbal abuse or physical aggression. It's common for the other class members to mimic the
negative behaviours of their classmate especially if they have a learning disability and don't
understand where the behaviour is coming from. Sometimes they can feel unsafe and sometimes in
the relative safety of their own homes they can re-enact the behaviour that troubled them whilst they
were in school. Safely away from the situation that was beyond their control they can display chronic
feelings of anger, frustration, or anxiety as a result of what they appeared to accept at the time the
incident occurred. It is a concern if pupils begin to mimic the behaviour and particularly if they begin
to perceive the behaviour as normal.
Those children are at risk of additional mental illnesses like depression or trauma.
Alert the Senior management team if…
Staff and parents should start being concerned if they see a pupil’s behaviour change drastically. If a
child who regularly sleeps through the night starts waking up repeatedly, if there is a sudden shift in
appetite, if a child who loves playing Minecraft loses interest in it suddenly or if a child shuts down .
A support system
Children who are present whilst a pupil with EBD has a melt-down need a support system to turn to
when they're feeling overwhelmed. This can be in the form of regular check-ins with a staff member
/therapist that the child feels comfortable confiding in. It can take a while for a child to develop a
close relationship with this person but the key is for staff and parents to be vigilant and to inform
Senior management when they wish the support system to kick in so that the child can turn to it
when she has questions, issues or concerns.
Meltdowns can disrupt the entire class or assembly of pupils. They prohibit the other children from
working or playing peacefully , from watching or concentrating on a task, and they consume a lot of
adult attention.
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Praise the positive
It is important that school staff are alert for copycat behaviour and put a routine in place where the
pupils are given praise and attention for other positive behaviours, to counteract what is being
learned by example.
It can also help to give pupils some distance by engaging them in activities away from the pupil
displaying the negative behaviours. It is important that as the pupil who receives therapeutic
intervention and intervention strategies to help him modify and change his behaviour that the other
pupils have time when they do not have to worry about their challenging classmate.
It's essential for staff to clearly explain what is going on to others in the class and answer
questions they may have. Some classmates may not fully understand what is happening . They may
feel guilty about it, that they somehow caused it. Or they may feel like they aren't as important
because they don't get as much attention.
It's essential for staff to be watchful and to also listen to concerns the other children may have, and
reassure them. Staff don't have to use formal jargon like EBD ,ADHD or autism . But they need to
describe the behaviour that other pupils might find concerning, and make it clear that it isn't
intentional. It is also important to emphasise the positive strengths that the child in crisis displays at
other times so that other pupils learn that the pupil is not always in crisis.
All pupils, especially those who have a classmate who takes a lot of attention, need one-on-one time
with staff. It can be challenging to fit in, but even small amounts of time, on a regular basis, can help
a child feel valued. It may not be equal amounts of time, but it has to be meaningful and consistent.
Keep in mind that by being in a class with a child with EBD can have a positive effect in that other
classmates have to learn to be patient and positive and understanding."