placed in a UAGC classroom (Quinn & Fletcher, 2023). Dysregulated students’ discomfort can cause outbursts or meltdowns. They can seem easily angered or irritated or demonstrate outward aggression toward others sharing the environment. Another common reaction is impulsivity: Dysregulated students might speak or write without thinking or even go so far as to stop working altogether, isolate, or suddenly withdraw from the course or instructor. In adult and online learning, in particular, disengagement can manifest with repeated withdrawals or removals from courses, along with student conduct issues. Interestingly, when the emotion of fear prevails, the symptoms exhibited are more internalized, whereas when apathy dominates, the symptoms are more externalized (Dozier et al., 2008). This can be confusing for faculty who are trying to assess how to help students and understand what they need. The Power of a Culture of Care Faculty can help dysregulated students by creating a positive environment, first by avoiding negative reactions to dysregulated behavior. In educational settings, dysregulation is often interpreted or described as “challenging behavior” or students being “unmanageable” or “rude.” This might make students feel frustrated, angry, and misunderstood and may result in them refusing to learn or even believing that they cannot learn (Goodall et al., 2022). Emotional maltreatment from faculty or even other students can lead to more internal or external behaviors. Faculty must remind themselves that the behavior is not personal and instead listen, give students time to reflect on the situation, and share options that can lead to better understanding and support. For example, faculty could highlight the Student Support Center (SSC) within the Canvas classroom. The SSC contains several helpful resources for students, including specific links to tools for technical, classroom, writing, and library support and an entire section dedicated to school-life balance as well as stress and time management. Faculty could also connect students with their advisors through Signalz for extra support and offer to work with the student and advisor to devise a plan if the student is struggling. If a student expresses grief or discloses homelessness or a situation in which the student may be a danger to themselves or others, faculty can point to the Student Advocate HELPline. They can also use the HELPline Referral Form to refer a student to the Behavioral Intervention Team if the student indicates the need for counseling, utilities, or other outside resources. If faculty find themselves communicating with a student displaying dysregulated behavior, they can turn to Tips for Navigating Difficult Conversations, located within the Student Support Resource Guide. These tips can help the instructor understand student behavior and navigate the conversation back to a supportive and productive one. The school and classroom social climate as a whole can also affect dysregulated and regulated students alike. Positive, well-organized courses with emotionally responsive faculty are likely to support students’ stress response systems in ways that foster optimal emotional self-regulation and higher-order cognitive control (Raver, 2014). In contrast, chaotic, emotionally negative courses may exacerbate students’ risk
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