Room Clears: The Good, The Bad, and The Ugly

An Unintended Ripple Effect

Imagine a classroom where 25 students are engaged in a math lesson, each diligently working through problems on their tablets. The teacher, Ms. Thompson, circulates around the room, offering guidance and encouragement. Suddenly, one student, Jake, becomes visibly agitated. He begins to shout and throw his tablet across the room. His behavior escalates rapidly—he flips desks, scatters papers, and starts to tear down the bulletin board. The other students, initially startled, begin to grow anxious, some retreating to the corners of the room, others watching with wide eyes.

Ms. Thompson quickly realizes that Jake's outburst is beyond what she can safely manage alone. Following school protocol, she signals for a room clear. The students are instructed to leave their belongings and quickly file out of the classroom to a designated safe area. As they exit, a few students whisper among themselves, clearly disturbed by what they’ve just witnessed. One child, visibly shaken, begins to cry, while another clutches his chest, clearly in distress.

In the hallway, the students are met by another teacher, who tries to reassure them, but their concentration is broken, and the sense of safety they felt in their learning environment has been shattered. Meanwhile, Ms. Thompson is left in the classroom with Jake, who continues his destructive behavior. She’s now waiting for the arrival of additional support staff, including the school’s behavioral specialist and a member of the administrative team.

The time it takes for these staff members to arrive feels like an eternity. Jake’s tantrum has escalated to the point where he’s now tearing up textbooks and pulling down shelves. Ms. Thompson, though trained in de-escalation techniques, is unable to contain the situation on her own. When the support team finally arrives, they work together to calm Jake, but the damage to the classroom—and to the learning environment—has already been done.

After what seems like hours, Jake is finally escorted out of the room, and the other students are allowed to return. However, the disruption has taken its toll. The classroom is in disarray, the lesson has been entirely derailed, and the rest of the day is spent trying to regain the sense of normalcy that existed before the outburst.

Beyond the immediate impact on the classroom, the ripple effect of this room clear is felt throughout the school. The administrative team, already stretched thin, had to pull resources from other areas, leaving other students and teachers without the support they needed. Parents, hearing about the incident, start to voice concerns about the safety and stability of the learning environment, leading to increased stress on the school’s leadership. And Jake? He’s left feeling isolated, perhaps even reinforced in his behavior, having learned that his outbursts can lead to such a dramatic change in his environment.

This scenario isn’t unique. It’s a situation that plays out in many schools where room clears are used as a tool for managing extreme behavior. While the intention behind a room clear is to protect students and staff, the unintended consequences can be far-reaching, affecting not just the disruptive student, but their peers, the teacher, and the broader school community.

The Good

Room clears are often presented as a necessary tactic to avoid the use of physical restraint in schools, offering a seemingly less intrusive way to manage extreme behavioral disruptions. In specific situations, such as when a student has a weapon or poses an immediate danger to others, a room clear might be the best option short of law enforcement intervention. By clearing the room, educators can protect the majority of students from harm while providing time and space to address the behavior of the disruptive student in a controlled environment.

For instance, if a student were to bring a knife into the classroom, the priority would immediately shift to ensuring the safety of all students and staff. In such a high-risk scenario, a room clear allows for a rapid evacuation, minimizing the potential for injury. The disruptive student can then be managed by trained personnel who are better equipped to handle the situation, whether that involves crisis intervention techniques or coordinating with law enforcement.

In this context, room clears serve as a protective measure, safeguarding the well-being of the majority while dealing with a serious and immediate threat. The avoidance of physical restraint, particularly in situations where it could escalate the risk, is another benefit. The goal is to de-escalate without physical confrontation, reducing the potential for injury to both the student and the staff.

The Bad

However, as demonstrated in the earlier story, the use of room clears can also have significant drawbacks. First and foremost is the disruption to the educational process. When a classroom is evacuated, learning stops—not just for the disruptive student, but for every child in the room. The lesson plan for the day is derailed, and the focus shifts from academic instruction to crisis management.

For many students, especially those who thrive on routine and structure, this sudden change can be unsettling. It may increase anxiety, diminish their sense of safety, and lead to a reluctance to return to the classroom. In some cases, students may even begin to associate school with fear or instability, which can have long-term effects on their academic performance and emotional well-being.

Teachers, too, bear the brunt of this disruption. Not only must they manage the immediate chaos of the room clear, but they are also responsible for restoring order and a sense of normalcy once the incident has passed. This can be emotionally exhausting and professionally challenging, especially when room clears and becomes a recurring event. The constant need to reset the classroom environment after such disruptions can lead to burnout, increased stress, and a diminished capacity to teach effectively.

Moreover, the use of room clears can strain school resources. When additional staff are called in to assist with a room clear, they are pulled away from their regular duties, creating gaps in support elsewhere in the school. Over time, this can lead to a breakdown in the broader educational environment, as staff are repeatedly diverted from their primary responsibilities to manage crises.

The Ugly

Perhaps the most concerning aspect of room clears is the potential reinforcement of the very behaviors they are meant to address. In behavioral terms, a room clear constitutes a significant change in the environment that is contingent on the student’s disruptive behavior. Even if the student didn’t intend for the room to be cleared, the dramatic shift—everyone leaving, adults rushing in, the entire room transformed—can inadvertently reinforce the behavior that triggered it.

Over time, this can create a pattern where the student learns that extreme behaviors lead to significant changes in their environment, which can be desirable in some cases. For example, if a student is seeking to avoid a particular task or draw attention, a room clear might serve as an unintended reward, reinforcing the disruptive behavior. This is particularly problematic in students with behavioral challenges who may already struggle with self-regulation and impulse control.

Additionally, room clears can contribute to what might be called a "prosthetic social environment"—an artificial setting where the rules of behavior are significantly different from those in the broader society. In this environment, it becomes acceptable to disrupt public events (such as a classroom lesson) and destroy property without immediate consequences. This is in stark contrast to how similar behaviors would be handled in other settings, such as a store or public space, where the expectation is that disruptive individuals will be removed, not the entire group.

The creation of such an environment can have long-term implications for students, particularly those with ongoing behavioral issues. It does not teach them to navigate societal expectations or to develop the self-regulation skills they will need outside of school. Instead, it may prepare them for failure in settings where the rules are different and less accommodating. Let's take a look at six things to consider regarding room clears.

Six Things to Consider When Determining Whether a Room Clear Is Necessary

1. Assess the Immediate Danger: Start by evaluating whether the disruptive behavior presents an immediate and severe risk to the safety of students and staff. If a student has a weapon or is engaging in behavior that could result in serious injury, a room clear may be warranted. However, if the threat is not life-threatening, other less disruptive interventions should be considered first.
2. Consider the Impact on Other Students: Think about how a room clear will affect the entire class, especially students who might be more vulnerable. This includes students who are medically fragile, for whom the stress of a room clear could exacerbate their health conditions. The emotional and psychological impact on all students should be weighed carefully against the perceived need to clear the room.
3. Explore Alternative De-escalation Techniques: Before resorting to a room clear, explore other methods that could defuse the situation with less disruption. This might include using minimally restrictive transportation procedures to escort the student out or relocating the student to a designated calm-down area. The goal should always be to resolve the issue with minimal impact on the learning environment.
4. Review the Student’s Behavioral History: Consider whether room clears have been used with this student in the past and whether they have been effective. If previous room clears seem to have reinforced the disruptive behavior rather than mitigated it, this may indicate a need for a different approach.
5. Evaluate the Medical and Emotional Needs of the Student: If the disruptive student is medically fragile or has significant emotional needs, a room clear might not be the best option. In such cases, consider the potential harm that the sudden evacuation could cause to the student’s well-being. Alternative strategies that take into account the student's health and emotional state may be more appropriate.
6. Adhere to Laws and Policies: Always ensure that the decision to implement a room clear aligns with state laws and organizational policies. Room clears should be used judiciously and never as a first response unless the situation clearly calls for it. Following established guidelines helps ensure that the intervention is legally and ethically sound.

By considering these six factors, educators can make more informed decisions about whether a room clear is truly necessary, ensuring that the safety and well-being of all students are prioritized while minimizing the potential negative consequences.

A Call to Action: Focus on Prevention, De-escalation, Effective Crisis Management, and Reintegration

While room clears can sometimes be necessary, the true focus should be on prevention, de-escalation, effective crisis management, and reintegration. Schools must prioritize creating environments where potential crises are anticipated and mitigated before they escalate to the point of requiring extreme interventions like room clears. This approach involves not only managing crises effectively but also ensuring that students are seamlessly reintegrated into the classroom environment after an incident, preserving their dignity and supporting their ongoing development.

Investing in comprehensive training for all staff members is essential—training that goes beyond basic crisis response to achieve fluency in these critical areas. Effective crisis management is not just about reacting in the moment; it's about being prepared, proactive, and ensuring that students are smoothly reintegrated into the learning environment after a disruption. Staff must be equipped with the skills to recognize early warning signs of distress and intervene in ways that maintain the dignity and respect of every student involved. This comprehensive approach reduces the likelihood of a crisis and fosters a positive school culture where students feel supported, understood, and safe.

One of the most effective ways to achieve this is through Professional Crisis Management (PCM), the only fluency-based model grounded in the principles of applied behavior analysis. PCM trains staff to respond to challenging behaviors with precision, ensuring that interventions are both respectful and effective and that students are reintegrated into the classroom in a way that supports their continued learning and social development. By implementing PCM in your school district, you are making a commitment to prioritize the well-being of your students and staff, reducing the need for drastic measures like room clears and ensuring that all students remain engaged in the educational process.

Room clears are not inherently evil, but their downsides are numerous. While they can be an effective way to avoid physical restraint and protect students, they also carry significant risks, including disruption to the educational process, reinforcement of problem behaviors, and the creation of an unrealistic social environment. By carefully assessing the situation and considering alternative strategies, educators can make informed decisions that prioritize the safety and well-being of all students while minimizing the unintended consequences of room clears.

Now is the time for school leaders to take action. Bring Professional Crisis Management to your district and create an environment where prevention is the first line of defense, de-escalation is the standard practice, crisis management is handled with expertise, and reintegration is done with care. Every student deserves to be treated with dignity and respect, and PCM provides the tools to make that a reality. Reach out to moreinfo@pcma.com. Our behavior analysts are standing by to help!

About the Author

Specializing in human performance, coaching, and organizational leadership, Dr. Paul "Paulie" Gavoni is a behavior scientist and educator who has worked across education and human services for almost three decades. In this capacity, he has served the needs of children and adults through various positions, including COO, Vice President, Director of School Improvement, Leadership Director, Professor, Assistant Principal, School Turnaround Manager, Clinical Coordinator, Therapist, District Behavior Analyst, and Director of Progam Development and Public Relations at PCMA. Dr. Gavoni is passionate about applying Organizational Behavior Management (OBM), or the science of human behavior, to make a positive difference in establishing safe, productive, and engaging environments that bring out the best in faculty and staff so they can bring out the best in the learners they serve. He is an active board member of the Opioid Awareness Foundation and World Behavior Analysis Day Alliance.

Known for his authenticity and practical approaches, Dr. Gavoni is the host of the Top 1.5% globally ranked Crisis in Education Podcast and a sought-out speaker at various Educational and Behavior Analytic Conferences Internationally. He a the Wall Street Journal and USA Today best-selling co-author of numerous books grounded in behavior analysis.

Beyond his work in education and human services, Dr. Gavoni is also a former Golden Gloves Heavyweight Champion and a highly respected striking coach in combat sports. Coach “Paulie Gloves,” as he is known in the Mixed Martial Arts (MMA) community, has trained world champions and UFC vets using technologies rooted in the behavioral sciences. Coach Paulie has been featured in the books Beast: Blood, Struggle, and Dreams a the Heart of Mixed Martial Arts, A Fighter’s Way, and the featured article Ring to Cage: How four former boxers help mold MMA’s finest. He is also an author who has written extensively for various online magazines such as Scifighting, Last Word on Sports, and Bloody Elbow, where his Fight Science series continues to bring behavioral science to MMA. Finally, Paulie was also a featured fighter in FX’s highest-rated show at the time, The Toughman, and as an MMA coach in the Lifetime reality series Leave it to Geege.