After School Meltdowns | Tips for Helping your Child | IEP Ideas

Managing After School Meltdowns

Sometimes I marvel at the existence of my two boys. I look at them, and both of them are just oozing characteristics and traits of both me and my husband. And yet, at the same time, they are complete opposites in so many ways. My younger child–everything comes so easy to him. He learned to talk, walk and read at a very young age. He breezes through homework and school assignments.

Kevin, on the other hand, takes forever to learn even the most basic skills. It takes intense, direct instruction with lots of repetition and reinforcement. His BCBA and I often talk about how much energy it takes for Kevin to just “be.”

After School Meltdowns

And, since one child also has the skills to self-regulate, he can manage his stress to some degree. Kevin? Nope, he comes home every afternoon and just melts. He doesn’t have meltdowns or tantrums. But, many days he just collapses in his room and takes an intense nap.

Does your child keep it together during the school day only to lose it when they get home? If so, you’re not alone. You’re also not alone if you have brought these concerns to your IEP team only to hear, “Well, we never see that here.”

As an aside, there are few things in life that irritate me more than when a person makes a statement of feelings or concerns, and the responder tries to invalidate that statement. But let’s keep going on with this issue and how to fix it.

Also, in this post, I am discussing after school meltdowns and other ways that a child tells us that they are dysregulated. However, the action steps below would be suitable for any similar scenario.

Why After School Meltdowns Happen

You likely know the cause of this. I’m putting it here to validate you as a parent. And to help you better define it for your IEP team.

First, give your child some praise. Because they have learned some self-regulation skills. And, they are able to exhibit those skills at school. This is a good thing.

Self Regulation at School

Two big components of self-regulation are impulse control and emotional regulation. We do this as adults. At work, we act within society’s rules and expectations. We know the different rules of how to act at work, at home, at the grocery store or any other place in public. The difference between us and our kids is that this now comes naturally to us. We’ve had decades of practice.

Controlling Emotions: In the classroom, children must refrain from hitting anyone as a toddler would. As they get older, they try not to cry when they’re hurt. They try hard to keep it together, lest anyone call them a “baby.” At home when I make a mistake, I usually curse as an emotional release. I know not to do this in the workplace.

For some of our kids, this takes a tremendous amount of what I call “cognitive horsepower.” It is a phenomenal amount of work for them to process what is going on, and then react appropriately. Not only do they lack the years of practice that we have as adults, but they may also need additional processing time or other supports to make it happen.

Impulse Control: At school, a student must wait in line, follow the classroom routine, sit still when they may not feel like it, and so much more. If a student is hungry, he can’t simply grab a snack whenever he chooses. Have you ever walked behind a slow walker at a mall or fair? How frustrating is that? Right? Well, if that happens to your child at school, they just have to keep walking behind that slow person and resist the impulse to walk faster and past them.

Again, for some students, this requires much more thought processing time and cognitive horsepower than other kids.

While they are at school, our kids are in this mode all day long. They have to mind their manners. Do what is asked. Behave even though they might not know what exactly that means or why it is expected of them. And, many of our kids are a lone island out in the ocean. They are unable to pick up social cues from those around them. They have no one to turn to, to ask for guidance, or to look for cues and clues.

Our kids have to manage disappointments and setbacks. And they have to do it without us, their safe place to land. Maybe their sock is wet from the bus stop. Maybe they were expecting pizza in the cafeteria only to have the morning announcements tell them of an unexpected change. Perhaps the teacher had to reprimand them. Or they did not do as well on a test or assignment as they thought. And they have to manage all of this on their own.

Is it really a surprise that some of them completely lose it when they get home?

They arrive home at 3:00 completely out of cognitive horsepower. Their resources have been completely used up by all of that controlling, regulating, sitting, managing, and missing you. They just have.nothing.left. Nothing.

It’s not just meltdowns: School Refusal

This is both an increasing and disturbing trend among students: School Refusal. Your child may not have meltdowns after school, but every morning it’s a battle to get them to school. Before you know it, you’re receiving truancy notices in the mail. Maybe you’ve seen articles on social media addressing this issue.

Thankfully it is getting more attention from educational professionals and researchers. It may also be referred to as school exhaustion, academic fatigue, or burnout.

Other Signs and Symptoms of Distress

The after school meltdown is the easiest symptom to recognize. But, if your child works extra hard to keep it together during the day, you may see these other signs and symptoms of distress

  • Regression in skills
  • Increased bus behaviors: afternoon because they’re spent, morning due to anxiety about going to school.
  • Anti-social behaviors, retreating, hibernating, unable to deal with people; which would be different from what is normal for them.
  • Increase in other behaviors already being addressed
  • School refusal
  • School anxiety

Ok, I know this occurs. You know this occurs. So how do you get your IEP team on board?

Adults do this too. Think about it. Did you ever have a job that you just hated? For whatever reason, it just totally sucked the life out of you. You had nothing left, no reserves, no cognitive horsepower when you left that job. Empty.

What did you do? You probably quit. That’s what school refusal is–kids quitting jobs that they cannot do for

How to Get your IEP Team to Act

How to get your IEP team on board with after school meltdown.

  1. IEP Data Collection

    Document every day. Keep a Dollar Tree planner in your kitchen and when your child is able to answer questions, ask them. What happened today? What made them happy today? What made them sad or angry? What went well? What did they do? This will help establish patterns of behavior for both what is working and what is an antecedent to the meltdowns.

  2. Submit IEP Parent Concerns

    You can do this as part of the annual IEP meeting, or request a special meeting just to discuss this issue. Define and document the patterns for the team–both of what does seem to be working (non-meltdown days) and what seems to be a frequent trigger.

  3. Be Solution Oriented

    Brainstorm and come up with solutions. Consider opting out of high stakes testing if that is a trigger. Sensory or calm down periods throughout the day to regroup. Engage your child in this and ask them what they think might help. Ask for specific IEP accommodations and interventions.

  4. Meet, and ask for the PWN.

    Lay it all out there. Everything you’re seeing and your proposed solutions. Ask for a PWN as a followup.

  5. Tell them to “Show me the data!”

    If you are stonewalled and met with “school doesn’t affect what happens at home” ask for that in writing. Tell them that you’ve been researching this issue (and provide it) and would like to see their evidence to the contrary.

Read these next 4 paragraphs several times.

Remember, this condition is driven by the hard work they put in masking their struggles during the school day. To use Ross Greene (below) terminology: The demands being put on your child exceeds their skill set, even with supports. Which, in turn, depletes their cognitive horsepower.

In other words, their IEP is insufficient, inappropriate or not being followed. If the workload was appropriate or had the appropriate supports, meltdowns would not occur. At any time during or after the school day.

Sure, all kids have a bad day occasionally. But it should not be normal expectations that it takes our kids so much effort just to get through the day, that they have absolutely nothing left to give at 3:00.

The concept that “what happens at school and at home are separate” is an outdated, antiquated notion and some IEP teams will take more convincing than others. This is why I gave you other terms to do research on, to help build your argument.

Remember, Kids do well when they can!

Accept the Compliment: You are the Safe Space.

As Dr. Phil always says, “For kids, the home should be their soft place to land.” At least take some comfort in knowing that your child feels comfortable and able to be their true self with you. It also totally sucks to see your child in such distress.

I know it’s hard. I live this too–I often have to cancel afternoon or evening plans because my child cannot handle it. Truly, I understand this and the disappointment and frustration. But, as our kids keep it together, keep it together for them. Do not let them know that they are frustrating to you.

After all, it’s not the child who is the source of the frustration, it’s an inadequate IEP.

Good Luck and you can post in our Facebook group if you have more questions.

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