Engagement Eases Dysregulation in Students with Anxiety and Trauma
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| Title: | Engagement Eases Dysregulation in Students with Anxiety and Trauma |
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| Language: | English |
| Authors: | Jessica Minahan |
| Source: | Phi Delta Kappan. 2026 107(5-6):51-55. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | N |
| Page Count: | 5 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Anxiety, Trauma, At Risk Students, Student Behavior, Behavior Problems, Learner Engagement, Negative Attitudes, Self Management, Intervention |
| DOI: | 10.1177/00317217261434748 |
| ISSN: | 0031-7217 1940-6487 |
| Abstract: | Teachers are seeing growing numbers of students with mental health disorders in their classrooms. Many have anxiety or trauma, which can make it difficult for them to engage in academic work. If an activity provokes anxiety or triggers a student's trauma, they may disengage from the activity and engage in disruptive behavior. Jessica Minahan explains that negative thoughts could be at the root of students' disengagement and dysregulated behavior. Traditional activities to help students regulate their behavior, such as sensory breaks, may be counterproductive for these students, because they cause them to dwell on negative thoughts. Negative thoughts rising from anxiety or trauma may be greatest when students engage in independent work, without teacher support. Setting students up for success with independent work can help break the cycle that leads to disengagement and dysregulated behavior. If a student is stuck in negative thoughts, an activity to distract them from the negative thoughts can help them re-engage. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500693 |
| Database: | ERIC |
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| Abstract: | Teachers are seeing growing numbers of students with mental health disorders in their classrooms. Many have anxiety or trauma, which can make it difficult for them to engage in academic work. If an activity provokes anxiety or triggers a student's trauma, they may disengage from the activity and engage in disruptive behavior. Jessica Minahan explains that negative thoughts could be at the root of students' disengagement and dysregulated behavior. Traditional activities to help students regulate their behavior, such as sensory breaks, may be counterproductive for these students, because they cause them to dwell on negative thoughts. Negative thoughts rising from anxiety or trauma may be greatest when students engage in independent work, without teacher support. Setting students up for success with independent work can help break the cycle that leads to disengagement and dysregulated behavior. If a student is stuck in negative thoughts, an activity to distract them from the negative thoughts can help them re-engage. |
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| ISSN: | 0031-7217 1940-6487 |
| DOI: | 10.1177/00317217261434748 |
