I started working in the public school setting about a year ago and right off the bat I noticed how my students’ emotions could effect myself and their peers. As a paraprofessional, not only did I aide students in academic small groups, but I had to learn how to understand the source of their emotions and behaviors. With the help of a school psychologist, I began to see how students can learn to regulate their emotions, form social connections, and reduce their impulsive behaviors.
In this post, I will be covering an emotional regulation tip given to me by a school psychologist, that paraprofessionals, like myself, can use to help their students. I will also list ways in which a paraprofessional can request for a student to seek school psychology counseling.
A reliable emotional regulation tip given to me was to use Positive and Behavioral Interventions and Support (PBIS). This framework helps students achieve behavioral, academic, and social-emotional success. PBIS focuses on teaching and reinforcing desired behaviors through clear expectations, consistent routines, and a system of rewards and consequences. By creating a positive and supportive school environment, PBIS aims to enhance student engagement, reduce behavioral issues, and foster a safe and inclusive learning community (pbis.org).
As a paraprofessional, PBIS has helped me solve a recurring behavior with students in my school's sixth grade. During their lunchtime, I noticed that a number of students were leaving a mess after they finished eating, were being disruptive, and consistently broke rules/expectations on behavior inside the cafeteria.
I walked around and reminded each student of their PBIS, which in this case was an acronym that went hand-in-hand with their school mascot, PAWS, be Proactive, Act respectfully and responsibly, make Wise choices, being Safe. If a student followed through with those PBIS they would receive a golden paw, which would get them certain rewards during school.
I praised and rewarded those students who did follow the PBIS standards and when other students noticed, they would do their part. I noticed that reminding students of their PBIS motivated them and created leadership opportunities for them to encourage their peers to do/be better.
As paraprofessionals, it can be very overwhelming to see a student in distress. That is why talking with a school psychologist and getting their insight can help focus on each student’s needs to set them up for success.
If a child is consistently facing emotional challenges that are beyond your scope of work, you can recommend a student to seek the school psychologist by:
- Communicating with the teacher
- Documenting observations
- Talking with your school psychologist
Being a paraprofessional is fun because you guide students in their academics and witness their growth. The primary goal is to advocate for the student's well-being and academic success. So let's do our part, by effectively communicating your concerns and collaborating with the appropriate professionals, so you can help ensure that the student receives the necessary support from the school's psychology services (pbis.org).
Author: Melany Ruiz, Paraprofessional
