Behavior tells a story. This article reveals how educators can recognize pathological behaviors as reflections of trauma, not rebellion. Learn how consistency, compassion, and counseling-based interventions transform classrooms and support emotional healing for students with complex behavioral needs.

Discover how special educators can think outside the box when making accommodations for students with emotional and developmental disabilities. Learn how seeing yourself as a treatment facilitator—and your students as treatment collaborators—can reshape classroom practice and promote authentic growth.

Special educators often carry dreams for young people who cannot yet dream for themselves. Many of our students come to us weighed down...

A Professional Perspective on Cell Phones, Gaming, and Special Needs Youth The Growing Concern Around Technology and Youth In today’s...

Learn effective, evidence-based strategies for managing Oppositional Defiant Disorder (ODD) in children and adolescents. Written from the perspective of an experienced school administrator and tutor, this article explains what ODD is, shares a real-life case example, and outlines practical approaches such as staying calm, using structure and timers, reinforcing progress, and incorporating humor. Includes four actionable steps for parents, educators, and caregivers to reduce d

In special education—and in learning more broadly—task avoidance is a daily reality. Students may put their heads down, joke to distract...

Working in special education means more than providing accommodations and differentiated instruction. Many students carry invisible loads into the classroom—trauma, grief, abandonment, and instability—that overshadow their ability to learn. For these students, “emotional baggage” is not a metaphor. It is the daily reality that shapes how they see adults, how they respond to peers, and how ready they are to learn.

Implement core co-regulation principles like emotional presence, modeling calm, responsive connection, and gradual release to self-regulation—illustrated through a real-life trauma-informed case study.

Implement strategic non-engagement during high emotional peaks to prevent escalation, protect relationships, and re-engage students when they’re ready for problem-solving.

Discover how to make accountability instruction a daily routine through modeling, reflection prompts, low-stakes practice, repair strategies, and positive reinforcement—helping students connect cause and effect in meaningful ways. The article emphasizes teaching accountability as intentionally as reading or math, ensuring it becomes a consistent, structured, and restorative practice for students with emotional and behavioral challenges.

This article explores why students often disengage from school after leaving residential treatment facilities and transitioning to community-based settings. Using the case of a student named Andrew, it highlights common barriers such as loss of structure, lack of internal motivation, and gaps in executive functioning. The article offers trauma-informed strategies for educators and support staff to re-engage students, including consistent outreach, offering low-pressure invita

Transitions can be especially challenging for students with special needs, particularly when moving from preferred to non-preferred activities. This article outlines five key strategies educators can use to support smoother transitions: providing advance notice, offering student choices, using timers, adjusting transition timing to suit individual needs, and pairing transitions with positive reinforcement.

Address the “can’t yet do” behind the “won’t do” with strategies to teach task initiation, validate emotions, provide structured breaks, and create predictable routines that foster skill growth and independence.

Explore high-impact techniques like gamification, interest-based learning, positive social pressure, and student-led activities to increase motivation and restore a sense of agency for reluctant learners.

Learn how to reduce task avoidance by lowering entry barriers, offering choice boards, chunking work, and using visual supports—without lowering expectations. Includes actionable classroom modifications that promote confidence and engagement.

Strengthen trust and engagement with relationship-first approaches, co‑regulation, micro‑win recognition, non‑verbal prompts, and validation before redirection.

by Charles Mathison In emergency medicine, triage means assessing who needs help most urgently and addressing the most life-threatening...

By Charles Mathison When I first started working with “N,” a 13-year-old student in a residential treatment facility, he could only stay...

by Charles Mathison Today, I want to introduce you to The 4 B’s —a method designed specifically to support students with autism who have...

If you're the parent of a teen he or she may likely have a cellphone and spend excessive amounts of time on it texting, engaging with...