For many school leaders, behavior is the one issue that keeps showing up—on walkthroughs, in emails, and during end-of-day check-ins with exhausted teachers.
Everyone’s asking the same question: “What’s the trigger?”
But what if that question is the very thing keeping schools stuck?
In Episode 57 of The Inclusion Podcast, Dr. Julie Causton and Dr. Kristie Pretti-Frontczak invite leaders to stop searching for a single cause and start listening beneath the behavior. The real shift isn’t about finding what caused it—it’s about understanding what the student is communicating.
Why “Trigger Hunting” Doesn’t Work
When staff are trained to look for triggers, they’re also trained to control. The mindset becomes:
“If we can just remove the cause, the problem will disappear.”
But behavior isn’t mechanical—it’s human. A single moment rarely explains why a student shuts down, blurts out, or lashes out. What you see is the tip of the iceberg; what’s underneath is a buildup of stressors—fatigue, sensory overload, social worry, or even a sense of not belonging.
Leaders who encourage curiosity instead of control help their teams move from blame to understanding—and from reaction to relationship.
One Leadership Strategy That Changes Everything
🧊 Teach Your Team the “Iceberg Check.”
Before anyone asks “What’s the trigger?”, encourage them to pause and look beneath the surface. Ask these three questions instead:
- What might this student be trying to communicate?
Every behavior tells a story—sometimes it’s “I’m overwhelmed,” “I’m excited,” or “I need connection.” - What stressors could be building up throughout the day?
Consider transitions, lighting, noise, hunger, or unclear expectations. These small stressors layer into big reactions. - What in the environment—not the student—might need to change?
Inclusive leaders know we fix the system, not the child. Adjust the pace, structure, or sensory input before resorting to consequences.
When this reflection becomes routine, teachers start seeing behavior as information, not defiance. That one mental shift transforms both classroom climate and staff morale.
A Free Tool for Your Team
To help you introduce this concept, we’ve created Listening Beneath the Behavior—a quick-reference guide for school teams. Inside, you’ll find:
- 20 common student behaviors with the hidden messages they may be communicating
- Compassionate responses and sample phrases staff can use in the moment
- Reflection prompts for team meetings and student support planning
It’s the kind of resource that makes PD actionable—something your staff can use tomorrow.
👉 Get your free copy of Listening Beneath the Behavior
Why This Matters for School Leaders
When educators stop searching for the “trigger,” they start finding the truth—students are communicating, not misbehaving. And when staff feel confident responding with understanding, schools become calmer, more connected, and more inclusive.
💡 The goal isn’t to manage behavior—it’s to listen to it.
Why do students act out even when there isn’t an obvious trigger?
Student behavior isn’t usually caused by one single event. It’s often the result of many stressors building up—like tiredness, sensory overload, transitions, or feeling disconnected. Instead of trying to find one trigger, it helps to look at what the student’s behavior might be communicating and what might need to change in the environment to support them.
What can teachers do instead of looking for behavior triggers?
Instead of focusing on the trigger, teachers can use an “Iceberg Check.” Ask what the student is trying to communicate, what’s been building up throughout the day, and what environmental factors might be contributing. This helps teachers respond with empathy and problem-solving instead of punishment or control.
How can school teams respond to behavior in a more supportive way?
Teams can shift from a control mindset to a curiosity mindset. Use tools like the “Listening Beneath the Behavior” guide to reflect together on stressors, relationships, and classroom conditions. When schools build systems that focus on safety, belonging, and co-regulation, students feel supported—and behavior naturally improves.