Support is a Verb— Not a Human

Transcript [pdf]

SHOW NOTES

What does it really mean to “support” a student? In this episode, Julie and Kristie flip the script on one of the most misunderstood concepts in inclusive education. You’ll learn why support isn’t about proximity, programs, or people— it’s about purposeful, in-the-moment actions that help students learn, belong, and succeed.

Backed by research, decades of experience, and a powerful handout packed with 130 practical verbs, this episode unpacks what support actually looks like before, during, and after instruction. Whether you’re a leader guiding a team, a co-teacher rethinking your role, or a paraprofessional looking for clarity— this one’s for you.

 Key Takeaways

• • Support is not a person— it’s a verb. Real support is rooted in intentional actions, not IEP checkboxes or adult proximity
  • Before the lesson: Support starts with co-planning, anticipating barriers, and building in access from the start
  • During the lesson: The best support is quiet but powerful— think visual cues, peer partners, or subtle prompts.
  • After the lesson: Reflection and adjustment are part of support too. If it’s not working, that’s not failure— it’s feedback.
  • Presence ≠ impact. Sitting beside a student isn’t support unless it actually helps them engage, learn, or belong

Episode Download: 130 Ways to Support Students

Support isn’t a checkbox— it’s a choice we make again and again. This handout gives you 130 clear, actionable verbs across 13 categories, including:

• • Environmental Supports
    
  • Instructional Delivery
    
  • Social Interaction & Self-Regulation
    
  • Executive Functioning
    
  • Behavioral Supports
    
  • Cultural & Family Engagement

Click here to download the handout – Use it to guide paraprofessional training, team meetings, IEP conversations, and your own daily practices.

Practical Tips

• • Audit your support practices: Are they observable actions or just presence?
    
  • Replace “he needs a para” with: What actions will help this student access, engage, or reflect?
    
  • Use the download to co-plan: Assign verbs across roles and timelines— before, during, and after instruction.
    
  • Normalize reflection: Ask, “Is this working?” and be willing to adjust.
    
  • Celebrate quiet supports: The most powerful moves often go unnoticed.

Additional Resources                                                                                                                                                                                                                                                                                             

• • Beyond Treats and Timeouts: Humanistic Behavioral Supports in Inclusive Classrooms: This article critiques traditional behavior management strategies (such as rewards and punishments) and highlights their unintended social-emotional consequences, especially for students with disabilities. Instead, the authors advocate for humanistic behavioral supports rooted in respect, empathy, and student-centered practices within inclusive classrooms. Through practical strategies and real-life examples, the paper encourages educators to shift from controlling behaviors to nurturing belonging, motivation, and autonomy. It offers a compassionate, evidence-informed approach aligned with Positive Behavior Interventions and Supports (PBIS) that fosters meaningful inclusion and whole-school transformation.