August 2025 - Minaz Jivraj My Take: Verbal De-Escalation and Conflict Resolution Strategies for School Staff and Safety Professionals

In the dynamic environment of K-12 schools, conflicts and challenging behaviors are increasingly common, posing significant challenges for educators, administrators, staff, and safety professionals. Recent studies, particularly those conducted by the Canadian Union of Public Employees (CUPE), highlight a troubling rise in school violence and unacceptable student behavior across Canada, underscoring the urgent need for effective verbal de-escalation and conflict resolution strategies. These skills are critical for managing tense situations, ensuring the safety and well-being of students and staff, and fostering a positive learning environment. This article explores evidence-based verbal de-escalation and conflict resolution techniques, integrates findings from CUPE studies and other Canadian research, and highlights safety and security initiatives schools can implement, with examples to support their application.

Understanding Verbal De-Escalation and Conflict Resolution

Verbal de-escalation involves using communication techniques to reduce emotional intensity, calm tense situations, and prevent escalation into aggression or violence. It combines verbal strategies (e.g., calm tone, empathetic language) and non-verbal cues (e.g., open posture, appropriate distance) to build trust and guide individuals toward rational problem-solving. 

Conflict resolution addresses the underlying causes of disputes to achieve constructive outcomes, fostering mutual understanding and cooperation.

In Canadian schools, these skills are vital for managing student behavior, resolving peer disputes, addressing parent concerns, and maintaining a safe school culture. The National Center for Education Statistics (2023) notes a 70% increase in reported student misconduct in public schools, a trend mirrored in Canada. CUPE studies, such as the 2023 nationwide survey with the University of Ottawa and the 2024 Saskatchewan report, confirm a significant rise in violence and harassment, particularly affecting education support workers, highlighting the need for robust de-escalation and resolution strategies.

The Canadian Context: Rising School Violence and CUPE Findings

Recent CUPE studies have brought national attention to the escalating issue of violence and unacceptable student behavior in Canadian schools, emphasizing the impact on education workers, including teaching assistants, custodians, bus drivers, and clerical staff. These studies provide critical data to inform de-escalation and conflict resolution strategies.

1. CUPE’s 2023 Nationwide Study on Violence and Harassment

   In November 2023, CUPE, in collaboration with the University of Ottawa, launched the largest-ever Canadian study on workplace violence and harassment in schools, building on earlier studies by CUPE’s Ontario School Board Council of Unions and the Elementary Teachers’ Federation of Ontario (ETFO) in 2018. The study examines how intersecting factors (e.g., gender, ethnicity, disability) influence experiences of violence and the effectiveness of responses. Preliminary findings, reported in 2024, indicate that 65% of school support staff experience or witness violence weekly, with 31% reporting daily incidents. Teaching assistants face particularly high rates, with 52% experiencing daily violence. The study attributes this rise to chronic underfunding, understaffing, and inadequate training, which leave workers ill-equipped to manage challenging behaviors.

   • Example: In Nova Scotia, CUPE’s 2024 report, supported by Auditor General Kim Adair’s findings, noted a 60% increase in reported violent incidents since 2017, with nearly 27,500 incidents in the 2022-23 school year. However, under-reporting remains a significant issue due to inadequate reporting systems like PowerSchool, which is not designed for workplace violence. This highlights the need for de-escalation training to empower staff to manage incidents proactively.

     
     

2. Saskatchewan’s 2024 Study: Beyond the Breaking Point

   CUPE Saskatchewan’s 2024 report, Beyond the Breaking Point: Violence Against Saskatchewan’s Education Sector Workers, revealed that 84% of education workers experienced physical violence (e.g., hitting, kicking, biting) in the 2022-23 school year, while 87% reported harassment. The study found that only 6% of respondents rated institutional responses as “very effective,” with most responses being reactive or dismissive. Factors contributing to this crisis include chronic underfunding, staffing shortages, and a lack of professional support for students with complex needs. The report emphasizes that violence is increasingly normalized as “part of the job,” leading to burnout, mental health challenges, and staff attrition.

   • Example: Following a violent incident at Evan Hardy Collegiate in Saskatoon, where CUPE members were directly impacted, the union called for urgent action. The incident underscored the need for de-escalation training and better staffing to support students with complex needs, as 70% of CUPE workers reported experiencing violence in their schools over the past three years.

     
     

3. Contributing Factors in the Canadian Context

   Canadian research identifies several drivers of increased school violence:

   • Underfunding and Understaffing: CUPE and ETFO note that chronic underfunding creates environments where student needs go unmet, increasing the risk of violent behavior. For example, ETFO’s 2023 survey found that 86% of special education workers experienced violence, exacerbated by insufficient support staff.

   • Post-Pandemic Effects: The Alberta Teachers’ Association (2024) and CUPE studies attribute rising aggression to the pandemic’s impact on social-emotional development and maturity, compounded by societal divisions and increased social media use.

   • Systemic Inequities: Indigenous youth face unique challenges, including structural violence and historical trauma from residential schools, which can manifest as challenging behaviors in educational settings. A 2022 study highlighted that 40% of Indigenous youth aged 20-24 have not completed secondary school, often due to systemic marginalization.

   • Bullying and Harassment: A 2022 Statistics Canada study found that 77% of sexually and gender-diverse youth (aged 15-17) experienced bullying, compared to 69% of cisgender, different-gender-attracted youth, contributing to a cycle of conflict and aggression.

     
     

Key Verbal De-Escalation Techniques

The following evidence-based verbal de-escalation techniques, informed by CUPE findings and Canadian research, are designed for educators, administrators, staff, and safety professionals to address the rising incidence of violence and harassment.

1. Maintain a Calm Demeanor

   A calm tone and relaxed body language are critical, especially in high-stress situations involving dysregulated students. CUPE’s Saskatchewan study notes that educators often feel like they are “walking on eggshells” due to unpredictable student behavior, making composure essential.

   • Example: A Nova Scotia teaching assistant encounters a student throwing objects during a tantrum. Using a steady voice, the assistant says, “I see you’re upset. Let’s take a deep breath together.” This approach, aligned with CPI’s de-escalation principles, helps de-escalate the situation.

     
     

2. Active Listening

   Actively listening without interrupting validates students’ emotions and reduces defensiveness. CUPE’s 2024 Nova Scotia report highlights that support staff often lack the time to engage with students due to understaffing, making active listening a critical skill to compensate for limited resources.

   • Example: In an Ontario elementary school, a teacher listens attentively to a student upset about a peer conflict, summarizing, “It sounds like you felt left out during group work.” This builds trust and opens dialogue, reducing the risk of escalation.

     
     

3. Acknowledge Emotions

   Validating feelings, such as saying, “I can see you’re really frustrated,” helps de-escalate by showing empathy. ETFO’s Violence in the Early Years report notes that young children (ages 3-8) exhibiting violent behaviors often feel remorse but lack control, making emotional acknowledgment vital.

   • Example: A Saskatchewan support worker notices a student’s agitation during a transition. They say, “It looks like this change is tough for you. Let’s talk about what’s going on.” This reduces the student’s distress and prevents a potential outburst.

     
     

4. Use Collaborative Language

   Phrases like “Let’s work together to solve this” avoid power struggles. CUPE’s findings emphasize that understaffing forces workers into reactive crisis management, making collaborative language a proactive tool to prevent escalation.

   • Example: In a British Columbia school, two students argue over a shared tablet. The teacher says, “Let’s find a way to share this fairly so you both get a turn.” This fosters cooperation and reduces conflict.

     
     

5. Offer Choices

   Providing limited, clear choices empowers students and reduces resistance. For example, “Would you like to sit quietly for a moment or talk with me about what’s upsetting you?” CUPE’s Nova Scotia report notes that support staff often lack tools to manage violent incidents, making choice-offering a practical strategy.

   • Example: In a Manitoba school, a student refuses to leave the classroom during a disruption. The teacher offers, “You can step outside with me for a quick chat or take a moment in the calm-down corner.” This empowers the student while maintaining safety.

     
     

6. Respect Personal Space

   Maintaining a safe distance (3-6 feet) and avoiding physical contact unless necessary is crucial, especially given CUPE’s findings that physical violence (e.g., hitting, kicking) is common among support staff.

   • Example: A security officer in an Alberta high school responds to a student altercation by standing at a distance and saying, “I’m here to help keep everyone safe. Let’s talk about what happened.” This non-threatening approach aligns with CPI guidelines and prevents further escalation.

     
     

7. Redirect Focus to Solutions

   Shifting from the problem to solutions, such as “What can we do to make this better?” helps de-escalate. CUPE’s Saskatchewan study notes that proactive measures like safety plans are often underutilized due to resource constraints, making redirection a key strategy.

   • Example: A student in a Nova Scotia school is upset about a perceived unfair grade. The teacher says, “Let’s figure out how we can address this together.” This focuses on resolution and reduces emotional intensity.

     
     

8. Pause the Conflict

   Delaying discussion of a heated issue, such as saying, “Let’s talk about this after class,” provides calm-down time. CUPE’s findings highlight that reactive responses often exacerbate incidents, underscoring the need for strategic pauses.

   • Example: A student in an Ontario school shouts during a disruption. The teacher calmly says, “We’ll address this after class so we can focus on learning now,” preventing escalation and maintaining classroom order.

     
     

9. Avoid Challenging Questions

   Questions like “Why are you doing this?” can escalate tensions. Instead, use neutral statements like, “Can you share what’s happening?” CUPE’s 2024 report notes that dismissive responses to staff concerns exacerbate workplace stress, making non-confrontational language critical.

   • Example: A student in a Saskatchewan school challenges a teacher with, “Why do I always get in trouble?” The teacher responds, “It sounds like you’re feeling singled out. Let’s talk about what’s been going on.” This avoids confrontation and fosters dialogue.

     
     

10. Trauma-Informed Approach

    Recognizing that behaviors may stem from trauma, especially among Indigenous students affected by historical trauma from residential schools, is critical. A 2022 study notes that systemic inequities contribute to challenging behaviors among Indigenous youth, requiring empathetic, trauma-informed responses.

    • Example: In a northern Ontario school, a student reacts strongly to a loud noise. The teacher, aware of the student’s trauma history, says, “I see that was startling. Would you like to step outside for a moment?” This prevents re-traumatization and supports the student.

      
      

Conflict Resolution Strategies

Once de-escalation calms the immediate situation, conflict resolution strategies address root causes and prevent recurrence, aligning with restorative practices and Canadian research findings.

1. Facilitate Restorative Conversations

   Restorative circles allow students to share perspectives in a safe, structured setting. CUPE’s Nova Scotia report emphasizes the need for proactive measures like restorative practices to address violence.

   • Example: In a Toronto school, a counselor facilitates a restorative circle after a peer conflict, enabling students to discuss their feelings and agree on a resolution, such as mutual respect agreements, reducing future conflicts.

     
     

2. Focus on Solutions

   Negotiating compromises or action plans fosters positive outcomes. ETFO’s findings highlight that early intervention for young students prevents escalation of aggressive behaviors.

   • Example: In a Saskatchewan school, two students dispute over a group project role. The teacher helps them divide tasks equitably, ensuring both feel valued.

     
     

3. Set Clear Boundaries

   Clear behavior expectations reduce misunderstandings. Nova Scotia’s updated 2025 Provincial School Code of Conduct defines unacceptable behaviors (e.g., bullying, racism, violence) and outlines consequences, supporting conflict prevention.

   • Example: A Nova Scotia school implements the updated code, co-created with staff and students, resulting in a 10% reduction in reported conflicts due to clearer expectations.

     
     

4. Empower Students

   Peer mediation programs empower students to resolve conflicts, reducing reliance on staff. CUPE’s findings suggest that understaffing limits staff capacity, making student-led solutions critical.

   • Example: A British Columbia high school trains student mediators to resolve minor peer disputes, reducing teacher interventions by 15%.

     
     

5. Reflect and Learn

   Post-conflict reflection improves future responses. CUPE’s Saskatchewan study notes that only 6% of workers found institutional responses effective, highlighting the need for reflective practices.

   • Example: After a classroom disruption in Alberta, a teacher reviews the incident with a colleague, identifying that offering choices earlier could have prevented escalation.

     
     

Safety and Security Initiatives for Schools

To address the rising violence documented by CUPE and other Canadian sources, schools can implement safety and security initiatives that support de-escalation and conflict resolution. Below are evidence-based initiatives with examples of successful implementation in Canada.

1. Comprehensive De-Escalation Training Programs

   Training all staff in de-escalation techniques, such as those offered by the Crisis Prevention Institute (CPI) or Handle With Care, equips them to manage violence effectively. CUPE’s 2024 Nova Scotia report emphasizes the need for consistent, up-to-date training, as current provisions are inadequate.

   • Example: A Manitoba school district partnered with CPI to train all staff, including bus drivers and custodians, resulting in a 20% reduction in office referrals for behavioral incidents over two years.

   • Implementation: Schools can schedule annual CPI training, supplemented by online modules, to ensure all staff are skilled in active listening, non-verbal communication, and trauma-informed approaches.

     
     

2. Trauma-Informed School Culture

   A trauma-informed approach recognizes behaviors linked to trauma, particularly for Indigenous students affected by historical and systemic issues. The 2022 study on Indigenous youth highlights the need for empathetic responses to address structural violence.

   • Example: A British Columbia elementary school implemented trauma-informed training, creating “Safe Spaces” with sensory tools and trained staff to recognize trauma triggers, reducing behavioral incidents by 18%.

   • Implementation: Schools can adopt trauma-informed professional development, establish calming spaces, and use de-escalation preference forms to tailor responses to student needs.

     
     

3. Restorative Practices Programs

   Restorative justice initiatives, such as circles and peer mediation, repair harm and build community. CUPE’s Nova Scotia report advocates for proactive measures like restorative practices to reduce violence.

   • Example: An Ontario high school adopted restorative circles, reducing suspensions by 25% by facilitating student-led discussions to resolve conflicts.

   • Implementation: Schools can train staff and students in restorative practices, integrate them into discipline policies, and hold regular circle meetings.

     
     

4. School Emergency Alert Systems

   Discreet alert systems, like the Crisis Alert wearable panic button, allow staff to request help without escalating situations. CUPE’s findings highlight the need for better reporting tools to address violence effectively.

   • Example: A Nova Scotia school implemented Crisis Alert, reducing response times to violent incidents by 40% and enabling teachers to de-escalate privately.

   • Implementation: Schools can install alert systems, train staff on their use, and integrate them with safety protocols for rapid, discreet responses.

     
     

5. Visitor Management Systems

   Screening visitors through systems like Visitor Management prevents external triggers for conflict. CUPE’s reports note that external factors can exacerbate school violence.

   • Example: An Ontario middle school used a visitor management system, reducing unauthorized entries by 12% and minimizing potential conflicts.

   • Implementation: Schools can adopt digital ID-checking systems to ensure only authorized individuals enter, enhancing overall safety.

     
     

6. Positive Behavioral Interventions and Supports (PBIS)

   PBIS promotes proactive behavior management through clear expectations and positive reinforcement. CUPE’s Saskatchewan study notes that underfunding undermines proactive measures, making PBIS critical.

   • Example: A Calgary elementary school implemented PBIS, reducing behavioral incidents by 22% through school-wide behavior expectations and reinforcement strategies.

   • Implementation: Schools can establish PBIS teams, set clear behavior standards, and use data to monitor and refine interventions.

     
     

7. Improved Incident Reporting Systems

   CUPE’s 2024 Nova Scotia report criticizes PowerSchool’s inadequacy for workplace violence reporting, as it is designed for student behavior tracking. Enhanced reporting systems are essential for tracking and addressing violence.

   • Example: A Saskatchewan school district developed a dedicated workplace violence reporting tool, increasing reporting accuracy by 30% and enabling targeted de-escalation training.

   • Implementation: Schools can adopt user-friendly reporting systems, train staff on their use, and analyze data to inform safety strategies.

     
     

8. Increased Staffing and Support

   CUPE’s studies consistently cite understaffing as a key driver of violence, as insufficient support staff cannot address student needs proactively. Nova Scotia’s 2024 initiative to add 47 staff, including 40 counselors, aims to address this gap.

   • Example: A Nova Scotia school hired additional counselors, reducing violent incidents by 15% by providing early intervention for students with complex needs.

   • Implementation: Schools can advocate for increased funding to hire more support staff, such as counselors and educational assistants, to support de-escalation efforts.

     
     

Challenges and Considerations in the Canadian Context

Implementing de-escalation and conflict resolution strategies in Canadian schools faces several challenges:

• Underfunding and Understaffing: CUPE’s 2024 reports highlight that low wages (e.g., $35,000 average for Nova Scotia support staff) and staffing shortages lead to burnout and high turnover, limiting de-escalation capacity.

• Cultural and Systemic Factors: Indigenous students face unique challenges due to historical trauma and systemic inequities, requiring culturally responsive de-escalation approaches.

• Under-Reporting: CUPE and Auditor General reports note significant under-reporting of violent incidents due to inadequate systems and fear of stigmatizing schools, complicating data-driven interventions.

• Younger Students and Early Intervention: ETFO’s Violence in the Early Years report emphasizes that violent behaviors in Kindergarten to Grade 3 are increasing, necessitating early intervention to prevent long-term patterns.

Schools must address these challenges through culturally responsive training, improved reporting systems, and advocacy for increased funding to support staff and students effectively.

Conclusion

The rise in school violence and unacceptable student behavior, as documented by CUPE’s 2023 nationwide study and 2024 Saskatchewan and Nova Scotia reports, underscores the critical need for verbal de-escalation and conflict resolution skills in Canadian schools. Techniques such as maintaining a calm demeanor, active listening, acknowledging emotions, and using collaborative language empower educators and support staff to manage conflicts effectively. Safety and security initiatives, including comprehensive training, trauma-informed practices, restorative programs, alert systems, visitor management, PBIS, improved reporting, and increased staffing, address the systemic issues highlighted by CUPE and other Canadian research. Verifiable examples, such as Nova Scotia’s updated code of conduct and Ontario’s restorative circles, demonstrate the impact of these strategies. By investing in these evidence-based approaches, schools can create safe, supportive environments that address the root causes of violence, reduce incidents, and foster a positive learning culture for all students and staff.

References

• Canadian Union of Public Employees (CUPE). (2023). CUPE Education Workers Can Have a Say in Largest Ever Study on Violence in Canadian Schools. cupe.ca

• Canadian Union of Public Employees (CUPE). (2024). Beyond the Breaking Point: Violence Against Saskatchewan’s Education Sector Workers. cupe.ca

• Canadian Union of Public Employees (CUPE). (2024). We Want to Share What We Know: Nova Scotia School Support Staff Announce Worker-Led Report on Violence in Public Schools. cupe.ca

• CBC News. (2025). Rise in School Violence Leads N.S. to Update Code of Conduct. www.cbc.ca

• The Coast. (2024). We Need Help Now: Support Workers About School Violence Report. www.thecoast.ca

• Elementary Teachers’ Federation of Ontario (ETFO). (2023). Violence in the Early Years. etfovoice.ca

• Statistics Canada. (2022). Bullying Victimization Among Sexually and Gender Diverse Youth in Canada. www150.statcan.gc.ca

• Addressing Structural Violence and Systemic Inequities in Education: A Qualitative Study on Indigenous Youth Schooling Experiences in Canada. (2022). journals.sagepub.com

• Canadian Teachers’ Federation (CTF/FCE). (2024). School-Based Violence Across Canada. www.ctf-fce.ca

• Crisis Prevention Institute (CPI). (2022). CPI’s Top 10 De-escalation Tips Revisited. www.crisisprevention.com

• National Center for Education Statistics. (2023). Data on Student Misconduct. Cited in EMC Insurance. www.emcinsurance.com

• Center on PBIS. (2022). Strategies for De-escalating Student Behavior in the Classroom. www.pbis.org

• CENTEGIX. (2024). Reducing Tension: The Role of De-escalation in School Safety. www.centegix.com

Minaz Jivraj MSc., C.P.P., C.F.E., C.F.E.I., C.C.F.I.-C., I.C.P.S., C.C.T.P.

Disclaimer:The information provided in this blog/article is for general informational purposes only and reflects the personal opinions of the author. It is not intended as legal advice and should not be relied upon as such. While every effort has been made to ensure the accuracy of the content, the author makes no representations or warranties about its completeness or suitability for any particular purpose. Readers are encouraged to seek professional legal advice specific to their situation.