Evaluating the Impact of a DBT-Informed de-escalation Training on Student Dysregulation and Educator Confidence: A Pilot Study

Dialectical behavior therapy-informed (DBT) techniques have shown efficacy in reducing emotional dysregulation incidents among pediatric inpatient populations. In this study, a DBT-informed training intervention was administered to elementary school educators to assess its efficacy in reducing dysregulation incidents in the classroom and increasing confidence in de-escalation. A 60-min de-escalation training equipped educators with evidence-based strategies to reduce dysregulation incidents among elementary-aged children through early non-confrontational intervention. Participants tracked the number of dysregulation episodes three weeks before and after the intervention. Additionally, pre- and post-training surveys assessed the impact of the intervention on educator knowledge and confidence in de-escalation techniques. Data demonstrated a 22% improvement in educators' confidence in addressing emotional dysregulation in students, a 52% increase in knowledge of trauma-informed care, 100% increase in knowledge of DBT principles, and 41% increase in knowledge of trauma presentations. There was also a 50% reduction in the number of post-training dysregulation incidents in the classroom. Most participants found the training valuable (89%) and were likely to recommend the training to others (94%). This pilot study suggests that a de-escalation training for educators may be effective in improving educator confidence in supporting students and reducing dysregulation incidents in the classroom.