.webp)
We all have a deep need to feel that we belong. In life, this can mean being part of a family, a community, or a team. In the classroom, it means every child feels accepted, valued, and safe. For teachers in inclusive classrooms, this is more than a nice idea. It is the goal.
But belonging does not happen by accident. More and more children are entering preschool with developmental delays, sensory needs, or behaviors that can be challenging. At the same time, families now expect inclusive classrooms where every child, regardless of ability, is welcomed.
For directors, the challenge is clear. Teachers must be trained, equipped, and confident to manage both everyday behavioral struggles and the unique needs of children with disabilities.
Imagine a teacher greeting her class of fifteen children on a Monday morning. One child is still adjusting after a difficult night at home. Another has sensory sensitivities that make group activities overwhelming. A third struggles to share materials with peers. Without training, that teacher may feel overwhelmed. However, with the right tools, she can respond with patience, structure, and confidence. That creates a classroom where every child belongs.
Here’s how many Florida centers are rising to the challenge.
Building the Right Mindset for Your Teachers
Training cannot start with techniques alone. It must begin with a shift in how teachers view behavior and inclusion. Here are four foundations to build first:
- See behavior through a developmental lens
Not all challenging behavior is misbehavior. Sometimes it is simply a stage of growth. Teachers who understand what is developmentally typical are less likely to take behaviors personally. They are more likely to respond calmly. - Look beneath the behavior
Every action has a cause. Is a child acting out because of frustration, fatigue, or a sensory trigger? When teachers pause to ask why, they can respond with empathy instead of punishment. - Prioritize relationships
Children behave best when they feel safe and connected. A smile at drop-off, a few minutes of one-on-one attention, or noticing a child’s effort can make a big difference. Training should emphasize that strong relationships are the first step to positive behavior. - Identify skill gaps
Sometimes children simply do not yet have the skills to express themselves, share, or self-regulate. When teachers see these as missing skills instead of bad behavior, they can teach new strategies instead of reacting with frustration.
Strategies for Building Inclusive, Calmer Classrooms
Training teachers for behavior and inclusion challenges is not about one single program. It is a journey. Each step builds on the one before it. Directors who approach it this way give their teachers both the mindset and the tools to succeed.
1. Begin with Positive Guidance
The foundation of an inclusive classroom is how teachers guide behavior every day. Positive guidance is about teaching rather than punishing. When children understand expectations and feel respected, they are less likely to act out.
Practical strategies include:
- Redirecting instead of punishing. When children act out, it often comes from extra energy or frustration. Instead of punishing, teachers can guide that energy into something constructive, like moving from rough play to a structured game.
- Offering choices. Children feel a sense of control when given two acceptable options. This often reduces resistance.
- Modeling calm behavior. Teachers who stay composed in difficult moments show children how to regulate their own emotions.
- Teaching social-emotional skills directly. Skills like sharing, waiting, and naming feelings must be taught, just like letters and numbers.
Without a strong foundation of positive guidance, every other strategy feels like a quick fix. With it, teachers create classrooms where children learn self-control and respect.
2. Lean on Early Learning Coalitions (ELCs)
Even experienced teachers need an outside perspective. Florida’s Early Learning Coalitions (ELCs) offer free or low-cost support that can make a big difference.
Supports include:
- Classroom observations and coaching. Specialists can notice patterns that teachers may miss, such as children consistently struggling during transitions, certain routines sparking conflict, or group activities being too advanced for the age group. These insights help directors fine-tune classroom setups and daily schedules.
- Inclusion and developmental training. Teachers learn how to spot delays early and adapt lessons. For example, if a child has fine motor challenges, teachers might provide larger crayons or more hands-on materials to support learning without frustration.
- Behavior specialists. Many ELCs send staff to model specific strategies like setting up calm-down corners, using visual cues for routines, or breaking complex tasks into smaller steps. These approaches reduce disruptive behavior and help children succeed in a structured way.
Directors cannot do it all alone, and they don’t have to either. ELCs give both teachers and leaders a wider toolkit and show families that the center is committed to using every resource available.
3. Provide Specialized Inclusion and Diversity Training
Inclusion training takes the work deeper. It is not just about stopping disruptive behavior. It is about creating classrooms where every child can participate fully.
Teachers are coached to:
- Adapt lesson plans. For example, adding visuals or hands-on materials so children with different needs can learn side by side.
- Design accessible environments. Universal Design for Learning (UDL) is a framework of guidelines that help teachers make classrooms accessible from the start. It means ensuring materials are within reach, instructions are presented in more than one way (spoken, shown, or demonstrated), and routines are clear enough for all children to follow.
- Use culturally responsive practices. This means weaving children’s home languages, traditions, and stories into daily learning. A classroom library might include books in multiple languages, or circle time might celebrate holidays from different cultures. When children feel seen and valued, they build stronger self-esteem, and families develop deeper trust in the school.
True inclusion is more than enrollment. It is about giving every child, regardless of ability or background, a place where they feel they belong.
4. Embed Mental Health Supports
Many children bring invisible struggles into the classroom. Stress at home, trauma, or anxiety can show up as difficult behavior. Teachers who are trained to notice early signs can offer the right support.
Supports include:
- Training on early signs of stress or trauma. Teachers learn what to watch for in play and behavior.
- Simple strategies for the classroom. Calming corners, breathing exercises, and predictable routines help children feel safe.
- Referral pathways for families. Directors can connect parents to counselors or community resources when deeper help is needed.
A child who feels emotionally safe is more ready to learn. Teachers who understand mental health are less likely to label behavior as defiance and more likely to respond with compassion.
5. Build Peer Mentorship Systems
Training is most powerful when it is reinforced by colleagues. Directors who pair new teachers with experienced staff create a culture of learning.
Mentorship can include:
- Shadowing during transitions. These are often the hardest times for behavior. Watching a skilled teacher handle them is invaluable.
- Reflecting together after tough days. Mentors help new teachers think through what worked and what did not.
- Sharing calming techniques. Small tricks, like how to gather children quickly or de-escalate a group, are best learned by watching.
Teachers are more confident when they know they are not alone. Mentorship builds consistency across classrooms and strengthens staff bonds.
Moreover, a national study found that when new teachers had strong mentoring, they were more likely to stay. Fourteen mentoring practices predicted that teachers would return for a second year. Nine of those practices even predicted that teachers would stay in the profession for at least five years[1].
6. Commit to Ongoing Professional Development
Behavior and inclusion training cannot be one-time events. Teachers forget techniques without practice, and new challenges always arise. Directors who weave training into the calendar show staff that growth is part of the culture.
Options include:
- Monthly lunch-and-learns. Short, practical sessions where staff explore topics like handling transitions, using calming techniques, or trying new social-emotional activities.
- Quarterly development days. A chance to dive deeper into topics like sensory needs or family communication.
- Online training modules. Teachers can revisit these whenever they need reminders.
Teachers who are continuously supported are more likely to stay motivated, reduce burnout, and feel capable of handling even the hardest days.
The Result
Imagine a classroom where children enter calmly in the morning. A child who once struggled with transitions checks the picture schedule and knows what comes next. Another child, who used to act out when frustrated, now takes a sensory break and returns ready to learn. Teachers greet families with confidence, knowing they have tools to respond to whatever the day brings. Parents leave reassured, because they can see their child is both cared for and included.
This is what happens when directors invest in behavior and inclusion training step by step. Positive guidance, ELC support, specialized training, mental health awareness, mentorship, and ongoing development all add up to classrooms where every child belongs and every teacher feels prepared.
References
[1] Foster, E. (2022, August). A national perspective on mentoring practices. Learning Forward. https://learningforward.org/journal/nurturing-new-teachers/study-explores-mentorings-connection-to-new-teacher-retention
.webp)