The most powerful classroom tool isn’t a program; it’s educators like you. Authors Christopher L. Van Loan and Justin D. Garwood show teachers how to shift from managing behavior to transforming and building genuine, high-quality relationships through reflection, self-awareness, and connection. Learn how to calm crises, rebuild trust, and rekindle your purpose by changing the way you see yourself and your students.
K–12 teachers and administrators can use this book to: - Model calm, constructive responses that help students navigate emotional and behavioral challenges
- Approach struggling students from a place of empathy, strength, and encouragement
- Identify the roots of conflict and de-escalate tension before it turns into a crisis
- Integrate emotional and behavioral learning seamlessly with academic instruction
- Discover collaboration methods for working with fellow teachers
Contents: Introduction
Chapter 1: Encourage Inclusion Through Relationships
Chapter 2: Get to Know Your Tough Kids
Chapter 3: Navigate Conflict—Knowing Ourselves, Knowing Our Students
Chapter 4: Manage and De-Escalate a Crisis
Chapter 5: Balance Behavior, Emotions, and Learning
Chapter 6: Prepare Teachers for Tough Kids
Epilogue
References and Resources
Index
Christopher L. Van Loan, PhD, is professor of special education at Appalachian State University, where he directs the graduate program in emotional and behavioral disorders. He teaches undergraduate and graduate courses on classroom management, behavior supports, and emotional and behavioral challenges. Dr. Van Loan has over 25 years of experience in education and youth development, beginning as a U.S. Peace Corps volunteer in Guatemala, then serving as a health educator, behavior specialist, and special education teacher in therapeutic and public school settings. His professional focus centers on fostering strong teacher-student relationships, promoting trauma-informed practices, and improving inclusive supports for students with significant behavioral needs.
Dr. Van Loan is an active member of the Council for Exceptional Children and the American Educational Research Association. He has presented internationally on topics such as restraint reduction, social-emotional learning, and relationally responsive classrooms. He was honored with the Reich College of Education’s Outstanding Teacher Award in 2018–2019 and has led or co-led several funded projects on crisis de-escalation and social-emotional learning curricula, most recently supporting rural special education teachers.
His published work includes peer-reviewed articles in Journal of Emotional and Behavioral Disorders, Intervention in School and Clinic, and Educational Research Review, among others.
Dr. Van Loan holds a doctorate in philosophy and a master of education in special education from the University of Florida and a bachelor’s degree in sociology from Florida State University. In his free time, he enjoys being in nature, surfing, and playing music.
Justin D. Garwood, PhD, is professor of special education at the University of Vermont (UVM). He is a former secondary English teacher and K–12 special education teacher. At UVM, he teaches courses on behavior management, emotional and behavioral disorders, and quantitative/statistical research methodology.
Dr. Garwood is a member of the Council for Exceptional Children and has won its esteemed Early Career Publication Award (2018), as well as the Martin J. Kaufman Distinguished Early Career Research Award (2025). Additional accolades from UVM include the Joseph A. Abruscato Award for Excellence in Research and Scholarship (2022) and the Prelock Online Teaching Award for Excellence in Synchronous Remote Teaching (2024). Dr. Garwood’s strong belief in a relationship-based pedagogical approach responsive to students’ needs and a culture of high expectations has resulted in marked improvement in the educational experiences of students with disabilities, as well as the professional development of pre- and in-service teachers. He has presented throughout the United States on topics ranging from developing a culture of high expectations to implementing support systems for students who are struggling academically and behaviorally. Dr Garwood has received over $5 million in federal grants to support his research agenda focused on student mental health.
Dr. Garwood received dual bachelor’s degrees in English and criminal justice from State University of New York Brockport, a master’s degree in secondary education from Vanderbilt University, and a doctorate in special education from the University of North Carolina at Chapel Hill.
