Care-Based Strategy for Supporting Faculty in Managing Disruptive Student Behaviors

Effective resolution of student-faculty conflicts in the classroom is a crucial outcome of embracing the Culture of Care pillars. But the act of resolving these challenges simultaneously requires its own type of care and support. This presentation reviews literature about the nuances of disruptive behavior among adult students and about the role of faculty peer support communities in conflict resolution. It hypothesizes that learning about de-escalating communication techniques and classroom crisis management through supportive, open discourse with peers will both increase faculty confidence in conflict resolution and help ease the emotional and psychological impacts that student conflict can create.   

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