My Student Is in Crisis Right Now

A short decision tree for the moment when something is happening

If you opened this brief because something is happening

Take a slow breath. Eyes on the student. Look for the immediate questions in section 1.

This brief is short on purpose. It's designed for the moment a paraprofessional needs a fast frame for what's in front of them. The longer cross-references (the escalation cycle, restraint and seclusion law, suicide and self-harm response) are linked at the end.

1\. The triage questions, in order

1.1 Is anyone in danger right now?

Look at the student. Look at the people around the student. Look at yourself.

If yes — go to section 2 (immediate safety).

If no — go to section 3 (de-escalation in progress).

1.2 Is this a medical emergency?

Some moments that look behavioral are medical.

Seizure? — Cross-ref 09.06. Stay/Safe/Side, time it, call 911 if longer than 5 minutes.

Anaphylaxis or severe allergic reaction? — Cross-ref 09.08. Trained adult administers epinephrine, call 911.

Severe hypoglycemia in a student with diabetes? — Cross-ref 09.05. Trained adult administers glucagon if criteria met.

Choking, breathing emergency, fainting, sudden severe injury? — 911.

Sudden severe headache, confusion, slurred speech, weakness? — 911.

1.3 Is the student suicidal or threatening self-harm?

If the student says or signals they are thinking of suicide, or is actively self-harming, go to section 4. Treat as an emergency.

2\. Immediate safety — someone is in danger right now

2.1 What to do (in order)

Stay with the student. Do not leave alone.

Call for help. Use a planned signal — radio, hand sign, send a peer to the office. Don't yell across the room.

Clear the area. Move other students away from the danger; not the student in crisis (unless required).

Move dangerous objects. Not the student.

Use the fewest words possible. Most words at peak don't reach. "I'm here. You're safe. Help is coming."

Maintain physical distance unless your authorized crisis training says otherwise. Closing distance often escalates.

Follow the BIP's crisis script if there is one and your authorized training if it applies.

If imminent serious harm: 911 if outside-school resources are needed. The trained adult on site decides; if you are the only adult, you decide.

Note the time.

2.2 What NOT to do

Don't restrain or seclude unless you are currently certified in your district's authorized program AND the situation meets the imminent-danger threshold AND you can perform the technique within the program's protocol.

Don't lecture, threaten, or bargain.

Don't take what's said personally.

Don't try to make the student feel ashamed.

Don't film. Don't let other students film.

Don't promise consequences you can't deliver.

Don't leave the student alone, even briefly.

| |

| :-: |

| Restraint and seclusion are emergency proceduresNot behavior management. Cross-ref brief 05.12. If you're not certified in your district's authorized program, your job is to clear the area, call for help, and stay with the student. Get the trained adults to the student; don't substitute. |

3\. De-escalation in progress — agitation or acceleration

3.1 Where in the cycle is the student?

(Cross-ref brief 05.10 — Escalation Cycle.)

Trigger / agitation — early signals (voice rising, fidgeting, withdrawing, posturing). Highest leverage stage.

Acceleration — verbal aggression, refusal, threats, increased physical activation. Window narrowing.

Peak — go to section 2.

De-escalation — coming down. Quiet co-regulation; do not debrief yet.

Recovery — back toward baseline; vulnerable to re-escalation. Low-demand re-entry.

3.2 What helps in agitation/acceleration

Quiet your voice. Slow your pace. Lower your shoulders.

Acknowledge: "This is hard." "I can see this is a lot."

Reduce demands. Take items off the table. Offer the planned regulation tool — break card, sensory tool, breathing routine.

Give a way out — to the calm corner, to the bathroom, to a walk.

Shrink the audience. Move others past, not through.

Maintain physical distance unless your training calls for proximity. Closing distance often escalates.

Use minimal language. Two short sentences max.

Stay neutral and warm in your face and voice.

3.3 What backfires

Adding demands.

Lecturing.

Bargaining or offering rewards mid-escalation.

Closing distance to assert authority.

Issuing ultimatums you'll have to enforce.

Personalizing what's said.

4\. The student is suicidal or self-harming

(Cross-ref brief 05.17 — Suicide and Self-Harm Risk Response.)

4.1 In the moment

Stay with the student. Do not leave alone.

Listen. Don't interrupt. Don't argue with how they feel.

Ask directly: "Are you thinking about killing yourself?" The direct question does not cause suicidal thinking; not asking sometimes leads people to feel unseen.

Do NOT promise confidentiality. "I'm someone whose job is to keep you safe. I have to talk to people who can help."

Get the school counselor or supervising teacher to you, fast. Use a runner if you need to.

Means restriction — if there is anything in reach that could be used (sharps, medications, etc.), gently move it or move the student.

Do not leave the student alone, even "for a minute."

4.2 After

The school counselor and supervising teacher take the lead from there. They contact family per district protocol; they may call 988 or 911 depending on imminence.

You may need to give a brief account of what was said. Document immediately.

If you're not the right professional for what comes next, that's appropriate; you're the right person right now.

| |

| :-: |

| If actively self-harmingTreat as a safety emergency. Stop the harm if you can do so safely (move sharps; redirect; provide a safer alternative if your training authorizes that). Call for help. Apply first aid as appropriate. |

5\. The student just disclosed something serious

(Cross-ref briefs 13.02 — Mandated Reporting and 16.06 — Student Discloses Abuse.)

If a student tells you about abuse, neglect, or being unsafe at home:

Stay calm. Listen.

Believe them.

Don't promise confidentiality.

Don't interrogate. Don't ask leading questions.

"Thank you for telling me. I'm going to talk to people whose job is to make sure you're safe."

Document immediately, in their words where possible.

Make the call to the state child-abuse hotline — report firsthand when you can. The duty can sometimes be satisfied by a designated official reporting for you, but investigators get the most accurate account from the person who witnessed it.

Notify your supervising teacher and admin per district policy.

6\. Specific peak situations — quick reference

6.1 Aggression toward another student or staff

Clear the target. Not the student in crisis.

Block, deflect, redirect — only with authorized training. Otherwise, distance + call for help.

Do not strike back.

Do not restrain unless certified and criteria met.

6.2 Property destruction

Move people away. Property is replaceable; people aren't.

Do not engage in physical struggle over objects unless safety requires.

Document what was destroyed for reporting.

6.3 Self-injurious behavior

Block if you are trained and the SIB is causing immediate injury.

Otherwise, distance + verbal redirection + call for help.

Do not strike the student to stop SIB. (Yes, people have done this; it never helps.)

6.4 Elopement (the student is running)

Notify admin and the front office immediately. "Student left the room" — radio it.

Stay in visual contact if you can do so safely.

Do not pursue at top speed; running often accelerates the elopement.

Outside of building → 911 may be appropriate, especially for younger students or those near roads.

6.5 Locked-down student / student barricaded

Don't force the door. Talk through it if voice is welcome.

Get admin and counselor.

If imminent danger inside, the team makes the call about entry.

6.6 Medical-looking event during behavioral escalation

Treat as medical first. The escalation can resume after medical is ruled out.

Sudden change in consciousness, breathing, color, or unusual physical movements — get the nurse and consider 911.

7\. After the immediate moment

7.1 When the student starts to come down

Quiet co-regulation. Sit nearby. Offer water.

Do not debrief yet — the nervous system is still flooded.

Re-establish predictability. A familiar object, schedule, or routine.

Acknowledge the moment without rehashing the behavior. "That was a lot. I'm glad you're okay."

7.2 Recovery

Low-demand activity.

Repair the relationship. "I'm glad you're back."

Don't extract apology or contrition.

Watch for re-escalation; the nervous system is sensitized.

7.3 Documentation — same day

Time of onset, peak, end.

What preceded — antecedent.

Specific behavior.

What you and the team did.

Any restraint, seclusion, injury, medication.

Notification of family, nurse, admin per protocol.

Special incident report if required.

7.4 Care for yourself

Sit down. Drink water. Breathe.

Talk to a colleague or your supervising teacher about the moment.

If the moment was significant, plan a debrief within 24–48 hours.

Notice if it lingers. Repeated hard moments accumulate (cross-ref brief 14.03).

8\. Team debrief — within 24 hours

After any meaningful escalation, the team should review:

What was the trigger? Setting events in play?

Where in the cycle did we recognize what was happening? Could we have caught it earlier?

What did we try? What helped? What didn't?

What does the BIP need? Antecedents covered? Replacement working?

What are we doing differently tomorrow?

9\. Cross-references

Brief 05.10 — Escalation Cycle and De-escalation — this library — The fuller framework.

Brief 05.11 — Crisis Response — this library

Brief 05.12 — Restraint and Seclusion — this library

Brief 05.17 — Suicide and Self-Harm Risk Response — this library

Brief 09.04 — Medication Administration — this library

Brief 09.05 — Diabetes Care — this library

Brief 09.06 — Seizure Recognition and Response — this library

Brief 09.08 — Allergies and Anaphylaxis — this library

Brief 13.02 — Mandated Reporting — this library

Brief 14.01 — Burnout and Compassion Fatigue — this library

Brief 16.06 — Student Discloses Abuse — this library

Brief 16.14 — I Witnessed a Restraint That Concerned Me — this library

Crisis lines

988 Suicide and Crisis Lifeline — 988lifeline.org — Call or text 988.

Crisis Text Line — crisistextline.org — Text HOME to 741741.

Childhelp National Child Abuse Hotline — 1-800-422-4453

Poison Control — 1-800-222-1222 — poisonhelp.org

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