Key points:

Teacher preparation programs have long emphasized curriculum, instruction, and assessment. However, they often fall short in one critical area: social-emotional and mental health needs of students.

We work daily with students whose academic success is inseparable from their psychological well-being. Nonetheless, we witness new educators wishing they were trained in not just behavior management, but, nowadays, the non-academic needs of children. If preservice programs are going to meet the demands of today’s classrooms, they must include deeper coursework in counseling, psychology, and trauma-informed teaching practices.

Students today are carrying heavier emotional burdens than ever before. Anxiety, bullying, depression, grief, trauma exposure (including complex trauma), and chronic stress are unfortunately quite common. The fallout rarely appears in uniform, typical, or recognizable ways. Instead, it shows up as behaviors teachers must interpret and address (i.e., withdrawal, defiance, irritability, avoidance, conflict, aggression and violence, or inconsistent work).

Without formal training, it is easy to label these actions as simple “misbehaviors” instead of asking why. However, seasoned educators and mental health professionals know that behaviors (including misbehaviors) are a means of communication, and understanding the root cause of a student’s actions is essential to creating a supportive and effective classroom.

Oftentimes, adults fall into a pattern of describing misbehaviors by children as “manipulative” as opposed to a need not being met. As such, adults (including educators) need to shift their mindsets. This belief is supported by research. Jean Piaget reminds us that children’s cognitive and emotional regulation skills are still developing and naturally are imperfect. Lev Vygotsky reminds us that learning and behavior are shaped by the quality of a child’s social interactions, including with the adults (such as teachers) in their lives. Abraham Maslow’s hierarchy further reinforces that psychological safety and belonging must be met before meaningful learning or self-control can occur, and teachers need to initiate psychological safety.

Traditional classroom management training is often sparse in traditional preservice teacher training. It often emphasizes rules, procedures, and consequences. They absolutely matter, but the reality is far more nuanced. Behavior management and behavior recognition are not the same. A student who shuts down may be experiencing anxiety. A child who blurts out or becomes agitated may be reacting to trauma triggers in the environment. A student who frequently acts out may be seeking connection or stability in the only way they know how. Trauma-informed teaching (rooted in predictability, emotional safety, de-escalation, and relationship-building) is not just helpful, but is foundational in modern schools. Yet, many new teachers enter the profession with little to no formal preparation in these practices.

The teacher shortage only heightens this need. Potential educators are often intimidated not by teaching content, but by the emotional and behavioral demands that they feel unprepared to address. Meanwhile, experienced teachers often cite burnout stemming from managing complex behaviors without adequate support. Courses focused on child development, counseling skills, and trauma-informed pedagogy would significantly improve both teacher confidence and retention. It would also be beneficial if subject-area experts (such as the counseling or clinical psychology departments of the higher education institution) taught these courses.

Of note, we are not suggesting that teachers become counselors. School counselors, social workers, psychologists, and psychometrists play essential and irreplaceable roles. However, teachers are the first adults to observe subtle shifts in their students’ behaviors or emotional well-being. Oftentimes, traditional behavior management techniques and strategies can make matters worse in situations where trauma is the root cause of the behavior. When teachers are trained in the fundamentals of trauma-informed practice and creating emotionally safe learning environments, they can respond skillfully. They can collaborate with or refer students to clinical mental-health professionals for more intensive support.

Teacher preparation programs must evolve to reflect the emotional realities of today’s classrooms. Embedding several clinically grounded courses in counseling, psychology, and trauma-informed teaching (taught by certified and/or practicing mental-health professionals) would transform the way novice educators understand and support their students. This would also allow for more studies and research to take place on the effectiveness of various psychologically saturated teaching practices, accounting for the ever-changing psychosocial atmosphere. Students deserve teachers who can see beyond behaviors and understand the rationale beneath it. Being aware of behavior management techniques (which is often pretty minimal as teacher-prep programs stand now) is quite different than understanding behaviors. Teachers deserve to be equipped with both academic and emotional tools to help every learner thrive.