Case Studies

While the following case studies are illustrative of real scenarios (names have been changed), they are not an exhaustive portrait and are designed to offer opportunities for individual and collective reflection.

As you review these case studies, remember that you are not expected to take on the role of a trained social worker or psychologist. You should always reach out to your administrator to request the support of qualified personnel for students who are behaving violently due to psychological and/or social factors.

We can maintain a mindset of curiosity and empathy while ensuring support for everyone involved in incidents of violence—those causing harm, witnessing it and experiencing it directly. In some cases, you may also be intervening in situations of violence with students you do not know well. The same mindset can be maintained. Ensuring workplace safety for all staff is a must, too.

Case Study 1: Roshton

12-year-old Roshton is in Grade 6 and spends much of his time playing video games late into the night without his parents knowing, and as a result is extremely tired at school.

During the school day, Roshton falls asleep in class and becomes irritable and even aggressive to students and staff if someone disturbs him. The school has contacted his parents to address this concern.

What could you do in this situation to support Roshton and his parents?

Suggested strategies and guidelines

Work with Roshton to understand the impact of his device use, sleep deprivation on his well-being and behaviour. Together come up with ideas to take accountability without shame.
Collaborate with Roshton to take on leadership roles within the classroom, have him take on concrete responsibilities that make him accountable to peers.
Support Roshton’s parents to engage in physical activities with Roshton at home, share ideas with them and inform them about physical activities at school that they may want to follow up on.

Case Study 2: Mikael

Mikael is a 9-year-old student in Grade 4 who was adopted at a very young age along with his two sisters. He has been sexually abused and made to see pornographic websites. At school, Mikael has begun touching peers and adults inappropriately.

Despite psychological support, the involvement of a social worker, and child protection services, Mikael becomes physically aggressive when adults intervene to stop him from touching himself or others. He is generally described as a kind and pleasant child; however, his behaviour becomes disruptive in these situations. He reacts violently when he perceives adults are looking at him harshly or when he is punished.

Mikael does not understand what he has done wrong or why he is being punished.

What could you do to address this situation effectively, while ensuring safety for yourself and others?

Suggested strategies and guidelines

Self-regulate as a teacher and approach Mikael with compassion and calm, even as there is a history of physical and sexual aggression.
Collaborate on choices of action Mikael can take when agitated, while creating boundaries and accountability without shame.
Emphasize safety, consent, and rights while respecting other people.

Case Study 3: Milo and Riko

Twins Milo and Riko are 10 years old and in Grade 5. Little is known about the home situation, other than that the mother is separated from the children’s father.

The twins are in the same classroom and frequently engage in physical fights with each other. When adults attempt to separate them, both twins hit the adults and throw objects at them. Milo and Riko are followed by a social worker to support emotional regulation.

They suggested separating the twins to reduce tension; however, separating the twins did not resolve the problems.

Since being separated, the twins have begun hitting classmates regularly. When one twin learns that his brother has been punished by adults or hit by peers, he leaves his classroom and physically assaults the person who hurt his brother.

Classroom staff restrain the twins by holding their arms and pressing them against a wall until they calm down. One of the twins disclosed to the social worker that he does not feel safe with the adults in the classroom when he is held against the wall. He reported pain to his chin and stated that being restrained by the arms makes him feel like a criminal.

What could you do to address this situation effectively, while ensuring safety for yourself and others?

Suggested strategies and guidelines

Repeating and reinforcing that using violence as a means to solve conflict is not the solution.
Have conversations together about promoting attitudes and behaviours that respect others’ rights, value peace, and prioritize problem-solving over the use of force.
As a teacher, we can separate the child from the behaviour by reinforcing that the child is not “bad”; their aggressive behaviour is learned, and we can acknowledge that anger is a natural emotion. Affirm to them that angry outbursts can be unlearned with guidance and practice.

Case Study 4: Mushi

An 8-year-old child, Mushi, was emotionally and physically abused by her mother when she was 3 years old. The parents are separated, and the father is raising the children on his own. She has nightmares and feels angry and afraid. Mushi has developed aggressive behaviour at home and at school, even with the teacher.

Mushi is being bullied at school which her father is working to address with the school. She has few friends, feels unloved, and the only way she expresses herself is by stealing her peers’ belongings, breaking and throwing objects, and hitting peers if they report her behaviour.

What could you do to help support Mushi with her fear, anger and being bullied at school, while helping her to understand that violence is not a good choice?

Suggested strategies and guidelines

Recognize that Mushi is being bullied at school, leaving her without a voice or sense of power. Creating a sense of emotional safety while talking with adults is key. Reinforce Mushi’s right to feel safe and included, and teach age-appropriate strategies to express her feelings using “I” statements.
Work with Mushi to address her anger in healthy ways.
Help her to learn about her and other people’s boundaries, and to respect teachers’ and peers’ rights to be safe, too.
As a prevention and intervention tool, classroom activities and curriculum could focus on bullying and exclusion.

Case Study 5: Eden

Eden is an 11-year-old child who comes from a country affected by war. She learned from a young age that she had to defend herself by hitting back at others, meaning aggression was acceptable, while also learning not to talk about her own fears and feelings, leaving her to be passive as well. The mother has received many calls from school about her daughter being aggressive. However, Eden is generally a very kind child, which leaves her mother feeling confused. Eden’s mother has met with the teacher and she felt ashamed to learn that her child had been aggressive. The teacher also explained that no one wants to play with Eden as a result.

What could you do to build trust with Eden and partner with Eden’s mother?

Suggested strategies and guidelines

Learn more about the significant difficulties Eden continues to face while integrating into Canada, including adapting to laws and social norms that differ, while understanding that she is still processing both positive and painful memories tied to her homeland.
Create a sense of solidarity by connecting to potential SWIS/TEE (Settlement Workers in Schools/Travailleurs et travailleuses de l’établissement dans les écoles) staff and programs.
In classroom activities, ensure a wide variety of immigration stories are discussed and that Eden has an opportunity to talk about hers (without being singled out).
Work collaboratively with Eden’s mother and Eden to address and change her aggressive behaviour, while also building Eden’s skills to share feelings in ways that feel safe. Create a sense of hope and possibility for positive change even if it takes some time.