14 Small Actions that Make a Big Difference to Students - Brookes Blog
14 Small Actions that Make a Big Difference to Students
July 7, 2026
As the new school year gets underway, what are some specific, manageable actions you can take to support your students’ success? Adapted from some must-read Brookes books, here are 14 simple things you can do in your classroom to boost academic achievement, support social skills, and help students with trauma histories navigate the challenges of school.
Post and discuss directions
During class discussions, some students may worry about what you expect from them and what they’re supposed to be doing. Defusing fears can be as simple as clarifying roles and responsibilities before a discussion. Post directions and expectations on the board or pass them out so students will have an easy reference to keep on their desks during the discussion.
- Adapted from Fundamentals of Literacy Instruction and Assessment, 6–12, edited by Martha C. Hougen
Make sure all students can hear you
Make small adjustments so you can be seen and heard at every spot in the classroom. Avoid speaking with your back to students—voice volume significantly drops, and facial cues are eliminated. Routinely repeat questions and comments from other students to ensure everyone hears them.
- Adapted from True Inclusion With UDL by Patti Kelly Ralabate
Flip instructions from negative to positive
When you speak to students, phrase instructions in positive ways so they learn what you expect them to do instead of what you don’t want them to do. For example, instead of saying, “No running in the halls,” say, “Walk, please.”
- Adapted from Building Trauma-Sensitive Schools by Jen Alexander
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Use a signal when you start a task
Take a second to orient your students to a new activity with a clear signal that catches their attention. This could be as simple as saying “please look at me!” before making a request. You can also try visual and auditory stimuli such as ringing a bell, clapping your hands, or flicking the lights off and then on.
- Adapted from Essential Skills for Struggling Learners by Erik von Hahn, Sheldon H. Horowitz, & Caroline Linse
Model cognitive flexibility
Provide a model for flexible thinking and behavior from the stance of another person who is also learning how to figure out how to succeed at a task. For example, say to students, “I’m going to draft my ideas on paper and not even think about correct spelling and punctuation. Once I like how I have written my ideas, I will review my paper a few times. That’s when I’ll shift my focus to pay careful attention to correct spelling and punctuation.”
- Adapted from Multisensory Teaching of Basic Language Skills, Fourth Edition , edited by Judith R. Birsh & Suzanne Carreker
Avoid sudden lighting shifts
Turning on lights can be startling to some students. Avoid this overstimulation by instructing students to close their eyes as the shift to “on” is made. Try having students who are sensitive to changes in lighting be the ones who turn the lights off or on; active participation helps their systems be more prepared for the change.
- Adapted from The Re-Set Process by Dyane Lewis Carrere with Wynne Kinder
Need more practical tips on making small sensory adjustments to improve attention and focus? See this quick guide on Creating a Regulating Classroom Environment.
Don’t assume noncompliance
Instead of assuming noncompliance when a student refuses a task, acknowledge the student’s difficulty and work to discover the why. Finding solutions and compromises is easier once a specific reason has been identified.
- Adapted from Unstuck and On Target! by Lynn Cannon, Lauren Kenworthy, Katie C. Alexander, Monica Adler Werner, and Laura Gutermuth Anthony
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Build in breaks
Make sure your students have enough movement, cognitive, and sensory breaks throughout the day.
- Adapted from You’re Going to Love This Kid! by Paula Kluth
Give students more time for transitions
Allow more time for students who need it to transition from one activity to another or gather materials.
- Adapted from True Inclusion With UDL by Patti Kelly Ralabate
Put away comparison charts
Charts that compare one student to another (academically or behaviorally) can set yourself and your students up for frustration and failure.
- Adapted from The Re-Set Process by Dyane Lewis Carrere with Wynne Kinder
Watch a coffee chat with Brookes author Dyane Carrere and learn about How Trauma Affects a Student’s Psyche: What Educators Need to Know and Do
Do quick regulation checks
Offer students a “regulation check.” Support student sharing if they have lingering emotions.
- Adapted from The Social‑Emotional Learning Toolbox by Kathy Perez
Hold group sharing sessions
Create a safe environment for students to discuss their feelings, wants, and needs.
- Adapted from Empowering Students with Hidden Disabilities by Izzo & Horne
Share your own feelings with students
When you share your emotions, it helps students understand the connection between feelings and behavior.
Small supportive actions can make a huge difference for your students. Try these during this new school year—and for more in-depth guidance, invest in these and other titles on executive function, inclusion, UDL, and more.