What is Crisis?

There are many types of crises that may occur in the school environment. In this manual, the term “crisis” is used to refer to a student-specific event that is emotional/behavioral in nature. In this sort of crisis, the student’s coping skills and/or capacity becomes overwhelmed, leading to less control of their actions and escalation to the point where their behavior may pose a safety risk to themselves and/or others. This type of crisis is likely to follow a predictable pattern commonly referred to as the crisis cycle – distinct and observable phases of escalation and de-escalation with specific opportunities to intervene for safety. 

It is important to emphasize that crises are not inherently caused by a student’s identity, including race/ethnicity or disability.141  Any student may experience this type of crisis at school, perhaps as the result of stress, trauma, pressure to perform well, unmet mental health needs, social conflict, or even as an adverse reaction to an ordinary medication or supplement. Because of this, it is important that all schools and districts take the time to prepare in advance for crisis prevention, de-escalation, response, and recovery.

The ideal outcome of any crisis is safe de-escalation. However, this is only possible through intentional preparation. District and school staff should plan ahead for the eventuality that a crisis will occur at some point as required by RCW 28A.320.127.142 As part of that plan, districts are strongly advised to consider proactive and compassionate support to ensure that a student who experiences a crisis has sufficient support that strengthens their relationships and feeling of belonging, and prioritizes learning needed social/emotional/behavioral skills to prevent future crises. This will allow the student to navigate the crisis with minimal risk of harm and return to their classroom feeling a sense of safety, belonging, and readiness to learn.

Crisis Cycle

The crisis cycle is a model of how a person responds to acute distress. Each phase in the crisis cycle is distinct and predictable, although the exact behaviors present in each phase will vary from one individual to the next. Since appropriate responses from school staff will change based on the current phase of the crisis cycle, staff should be trained in the crisis cycle so they can recognize and respond appropriately to each phase when it occurs.

The phases of the crisis cycle are described in the table below. When escalation begins, staff can engage in de-escalation responses such as those in this table. De-escalation takes time and care, and interfering with the process can cause the person to begin to re-escalate. It is important to emphasize that there is no phase in the crisis cycle in which restraint or isolation are automatically appropriate. There are many effective de-escalation strategies for each phase which do not involve the restraint or isolation of the student in crisis.

The crisis cycle does not end until the person has fully de-escalated. An individual in the crisis cycle should never be pressured to de-escalate quickly as this will lead to re-escalation. 

Phase, Description, and Adult Responses

  1. Baseline: The student appears comfortable and engaged.  
    • Continue usual classroom routines and instruction.
    • Maintain engaging and positive interactions with the student.
  2. Catalyst: Something has occurred to generate distress and/or anxiety for the student.
    • Acknowledge the stressor, and remove or reduce it if needed.
    • Provide support to use positive coping strategies.
  3. Escalation Begins: The student begins to show distress through internalizing behavior (e.g., withdrawing or shutting down) or externalizing behavior (e.g., arguing, engaging in behavior that appears to be seeking a reaction).    
    • Support the student in problem-solving to address the stressor.
    • Provide 2-3 concrete choices to manage or move away from the stressor.
  4. Escalation Intensifies (Not a teachable moment.):  As the student’s distress increases, their behavior escalates in frequency and/or intensity. The student may direct more behaviors at others or self.  
    • Neutrally set and hold expectations for the student.
    • Use language that is concrete rather than emotional.
  5. Crisis Peak (Not a teachable moment.): The student’s distress and corresponding behaviors reach their peak. The student has less control over their behavior than in other phases. Injury to the student or another person is more likely during this phase. Safe de-escalation is the highest priority.    
    • Refrain from any unnecessary interactions or comments. Brief interactions with the student only occur if absolutely necessary. 
    • Ensure enough staff are present to maintain safety and all staff know their roles.
  6. De-Escalation (Not a teachable moment.): With support, the student begins to regulate their emotions and behavior. Unless adult responses are thoughtful, calm, and minimally demanding, re-escalation is likely.
    • Give space and support needed for de-escalation to progress.
    • Avoid discussing the incident or presenting expectations until the student has fully de-escalated.
  7. Exhaustion (Not a teachable moment.): The student is physically, mentally, and emotionally drained from the crisis. They may need time and/or rest before they can return to baseline.
    • Be understanding of the student’s need for rest.
    • Invite the student to return to their routine when they are ready.
  8. Recovery: The student has finished de-escalating and is at reduced risk of re-escalating.
    • Support the student in re-entering their daily routine.
    • If the student is expected to repair harm, determine when/how they will do so.
    • Expectations may be presented during this phase, in a matter-of-fact way without shame or guilt.

The crisis cycle is a model of how a person responds to acute distress. Each phase in the crisis cycle is distinct and predictable, although the exact behaviors present in each phase will vary from one individual to the next. Since appropriate responses from school staff will change based on the current phase of the crisis cycle, staff should be trained in the crisis cycle so they can recognize and respond appropriately to each phase when it occurs.

The phases of the crisis cycle are described in the table below. When escalation begins, staff can engage in de-escalation responses such as those in this table. De-escalation takes time and care, and interfering with the process can cause the person to begin to re-escalate. It is important to emphasize that there is no phase in the crisis cycle in which restraint or isolation are automatically appropriate. There are many effective de-escalation strategies for each phase which do not involve the restraint or isolation of the student in crisis.

The crisis cycle does not end until the person has fully de-escalated. An individual in the crisis cycle should never be pressured to de-escalate quickly as this will lead to re-escalation. 

Phase, Description, and Adult Responses

  1. Baseline: The student appears comfortable and engaged.  
    • Continue usual classroom routines and instruction.
    • Maintain engaging and positive interactions with the student.
  2. Catalyst: Something has occurred to generate distress and/or anxiety for the student.
    • Acknowledge the stressor, and remove or reduce it if needed.
    • Provide support to use positive coping strategies.
  3. Escalation Begins: The student begins to show distress through internalizing behavior (e.g., withdrawing or shutting down) or externalizing behavior (e.g., arguing, engaging in behavior that appears to be seeking a reaction).    
    • Support the student in problem-solving to address the stressor.
    • Provide 2-3 concrete choices to manage or move away from the stressor.
  4. Escalation Intensifies (Not a teachable moment.):  As the student’s distress increases, their behavior escalates in frequency and/or intensity. The student may direct more behaviors at others or self.  
    • Neutrally set and hold expectations for the student.
    • Use language that is concrete rather than emotional.
  5. Crisis Peak (Not a teachable moment.): The student’s distress and corresponding behaviors reach their peak. The student has less control over their behavior than in other phases. Injury to the student or another person is more likely during this phase. Safe de-escalation is the highest priority.    
    • Refrain from any unnecessary interactions or comments. Brief interactions with the student only occur if absolutely necessary. 
    • Ensure enough staff are present to maintain safety and all staff know their roles.
  6. De-Escalation (Not a teachable moment.): With support, the student begins to regulate their emotions and behavior. Unless adult responses are thoughtful, calm, and minimally demanding, re-escalation is likely.
    • Give space and support needed for de-escalation to progress.
    • Avoid discussing the incident or presenting expectations until the student has fully de-escalated.
  7. Exhaustion (Not a teachable moment.): The student is physically, mentally, and emotionally drained from the crisis. They may need time and/or rest before they can return to baseline.
    • Be understanding of the student’s need for rest.
    • Invite the student to return to their routine when they are ready.
  8. Recovery: The student has finished de-escalating and is at reduced risk of re-escalating.
    • Support the student in re-entering their daily routine.
    • If the student is expected to repair harm, determine when/how they will do so.
    • Expectations may be presented during this phase, in a matter-of-fact way without shame or guilt.

141 As discussed on pages 95–96, however, students who belong to certain marginalized groups are disproportionately likely to be subjected by school staff to restraint and/or isolation for a given behavior (relative to students who engage in that behavior and do not belong to that marginalized group).

142 RCW 28A.320.127.