Treat de-escalation as moment-by-moment co-construction using mutual trade-offs and turnings rather than refusals¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The review’s synthesis implies that teachers can steer loaded moments toward de-escalation by attending to how the moment is co-constructed as it progresses. The mechanisms it names are “mutual trade-offs, turnings, or refusals,” with trade-offs and turnings offering paths away from escalation while refusals mark a party’s rejection of the negotiated move. Teachers and students together shape whether the moment escalates.

Design Implications¶

Context¶

Requirements¶

• Teachers must recognize when a loaded moment is occurring, i.e., when parties realize their needs differ and must confront that difference

Constraints¶

• Evidence base is a synthesis of 30 qualitative and observational studies published 2000–2020; no experimental tests of the strategy are reported

Target Learners¶

• School students in classroom settings

Target Learning Goals¶

• Minimizing negative interactions and their impacts during student–teacher conflict

Affordances¶

• Loaded Moments Framework

Claims¶

• Loaded moments (de)escalate through moment-by-moment co-construction such as mutual trade-offs, turnings, or refusals [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Kennedy, B L & Junker, R (2024). The Evolution of “Loaded Moments” Toward Escalation or De-Escalation in Student–Teacher Interactions. Review of Educational Research. https://doi.org/10.3102/00346543231202509