GEOFF COLVIN’S MODEL OF ACTING OUT BEHAVIOUR
This model of the stages of escalation provides insight into what happens when a student becomes
heightened. Even though it may appear to come out of nowhere and without an obvious trigger there is a
pattern and there are strategies teachers can employ that may de-escalate the situation.
Early intervention is the most effective using strategies such as distraction, going for a drink or a walk, offering
another activity or offering a calming activity may defuse the situation. When the student reaches crisis point,
however, this is the time to reduce verbal communication and consider the safety of all concerned.
Planning for evacuation procedures is essential. Following a crisis the student will need time to recover and
may feel very tired and ashamed.
This is not the time to discuss restitution or consequences and it may take anywhere from half an hour to a
couple of days for the student to be ready.
STAGE
BEHAVIOUR
STRATEGIES
1 CALM
Cooperative, on-task, relaxed
Promote successful engagement, reinforce
appropriate behaviour
2 TRIGGER
Eyes darting, non-conversational language, busy
hands, in and out of group/seat, off task/on task,
talking to others.
Focus on de-escalation: Use diversionary tactics e.g.
distraction, removal of the trigger.
Sensory: a light or a
noise, environmental:
another student, a
particular teacher, the
work task, conflict,
denial of something
needed, change in
routine, pressure or
interruption,
academic mistakes or
corrections.
For a student with known triggers:
1) have a plan to manage triggers,
2) use pre-correction and
3) address non-school based triggers
3 AGITATION
Pacing and increasingly unfocused behaviour,
decrease in behaviour, stares into space, language
is subdued, hands are contained, withdraws from
the group, off task, ‘frozen’.
Reduce anxiety by making structural or
environmental modifications, give space, use teacher
proximity, provide choice, offer preferred activities,
independent activities, movement (drink, job, walk),
teacher empathy (I can see you are…..)
4 ACCELERATION
Questioning and arguing, non-compliant and
defiant, off task, provoking other students,
whining, crying, avoiding or escaping the
situation, threatening or intimidating others,
using verbal abuse.
Focus on safety:
Redirecting to the task, maintain on task behaviour,
emphasise student choice, use non-confrontational
limit setting strategies, administer consequences.
5 PEAK
The student may be violent, screaming, running,
self-abusive, having a tantrum, hyperventilating,
wanting to destroy property, they are in crisis.
Speak respectfully, use simple language the student
can understand, acknowledge that you are trying to
work with the student, withdraw, give space, do not
display urgency with the hope of gaining control.
6 DE-ESCALATION
The student is starting to calm down, taking
deeper breaths, able to have a conversation,
beginning to manage their behaviour.
Monitor the health and safety of the student/s
involved and staff members, monitor for re-escalation
as this is where a student could go back to the crisis
point, provide an opportunity for a conversation
without judging them, use active listening.
7 RECOVERY
During this stage the goal is for the student to
return to stage 1 and regain calm, to assist them
to return to normal activities and focus on regular
routine.
Reinforce appropriate behaviour, debrief with staff
and check that planning is appropriate for the
student. Communicate with the student, reviewing
the plan- what happened, what could the student do
next time, what could adults do to help next time and
how can we work together to ensure success for the
student?