A new breed of teacher, a Professional Counselor Educator

I remember standing in the foyer of my home when I received a call from the assistant

principal at my new school of employment. My background check cleared, and I was eligible to

work. I felt elated and looked forward to starting the new position. The assistant principal asked,

“When can you start?” I responded, “Well, I know it usually takes two weeks, right?” To which

she replied, “You can start tomorrow!” My jaw dropped in disbelief, and excitedly, I responded,

“Ok! I will see you tomorrow!” I had no idea what to expect. Formally, I still need to complete

training in the theories and principles of education. Most of my interactions in the classroom

yielded from my academic endeavors or the by-standing experience of my daughter. I remember

admiring educators and the idea of becoming one – and now, a daydream was turning into a

reality.

I remember entering the school. The January air was crisp and cold. My first day-of-

school outfit was a bit too pretentious for the setting. I remember seeing the new faces, eyes in

cadence, as I entered the cafeteria to greet my new students. There was chatter. I could only

make out if I focused on getting into the rhythm and flow of the student's routine. We

approached a table near the exit of the lunch line. There they sat. Seven young boys peaked with

interest in this new woman in a long, blue dress decorated with brightly colored flowers and

bright pink pumps. Not only was I a wonder for my students, as my glance swept the room,

everyone was looking at me. Nevertheless, I sat at the first open seat in sight and immediately

introduced myself to the group by making light, small talk. To children, impressions mean

everything.

When we entered the classroom, I immediately noticed the setting. First, we needed a key

to enter the classroom and a code to exit. Once the door was ajar, a loud beeping noise rang from

the system connected to the door. Without a word, I knew there was much more to this role than

any role of any educator I’ve seen. My title is “Ms. Rouse, Emotional Behavioral Disorder

(EBD) teacher.” Yes, emotional and behavioral disorders, short for students diagnosed with

generalized anxiety disorder (GAD), depression, post-traumatic stress disorder (PTSD), attention

deficit hyperactivity disorder (ADHD), oppositional defiance disorder (ODD), bipolar disorder,

autism spectrum disorder (ASD) and other health impairments. These students encountered

emotional and behavioral challenges, which impacted their ability to function and perform

adequately in an academic setting. Consequently, this classroom is structured to offer small-

group instruction and provide the appropriate accommodations, supported by an individualized

education plan (IEP) to help the students overcome their emotional and behavioral challenges

and make academic progress.

It only took a short time to realize that standard teaching practices did not work well in

this environment. Before I could formally introduce myself to the students, the other teachers in

the setting openly addressed the students and set expectations. I listened to their tones and

watched as the students responded with their respective behaviors. I felt adrenaline rush through

my body as the students redirected to focus their attention on me. The interaction in the

environment imprinted onto me everything that mattered in this classroom, from the desk

arrangement to communication. Every interaction is meaningful and essential. I began my

introduction with a great smile, warm energy, and a lot of personality. I observed the reactions

change from the students to the teachers. I noticed the other teachers leaving the room, and I felt

much more at ease. I felt an instant connection with the students and began reinforcing the

rapport building I started in the cafeteria at breakfast. Soon, they made beats on their desk for me

to freestyle rap, and I felt encouraged by the bonding experience.

A self-contained classroom is one of a kind. In it, you will find some of the most

intellectual, caring, kind-hearted students waiting to feel a connection. Each child is unique in

their way, shaping the future of education and creating a pathway for stronger generations to

come. These “EBD” students were labeled the most aggressive, defiant, and disrespectful. But

what I’ve come to learn is that they are the most misunderstood. These children struggle with the

demands of the educational curriculum and thrive on individualized support and encouragement.

Fortunately, this classroom setting presents an opportunity for these students to develop the

appropriate coping skills to manage their distressing emotions and regulate their behaviors and

make significant gains in academic achievement.

I’m excited to welcome you to an exclusive experience for emotional and behavioral

disorder students served in a self-contained classroom. I will discuss many challenges, and I look

forward to leaning on the literature supported by the counseling profession to offer insight into

how research-and-solution-based strategies help reduce maladaptive behaviors in the classroom

and promote students, emotional and psychological well-being. Furthermore, I want to advocate

for the counseling and education profession in hopes more families are attuned to the resources

discussed and utilize their local services to help their child or children in need.