ThrivingYOU BLOG

Understanding student behavior is often a complex endeavor in education. We often encounter a wide range of behaviors in our schools and classrooms, from compliance and engagement to defiance and resistance. Two common terms used to describe students with challenging behaviors are “won’t do” and “can’t do” students. While these terms may seem similar, they represent distinct underlying issues that require different approaches and interventions from educators.

Defining “Won’t Do” and “Can’t Do”

“Won’t do” students often exhibit defiance, opposition, or a lack of motivation to comply with behavioral expectations. These students may engage in disruptive behaviors, refuse to complete assignments or challenge authority figures. The key distinction with “won’t do” students is that they possess the ability to meet behavioral expectations but actively choose not to do so.

On the other hand, “can’t do” students face barriers that hinder their ability to meet behavioral expectations despite their willingness to comply. These barriers may include learning disabilities, mental health challenges, trauma, or unmet social and emotional needs. “Can’t do” students may want to behave appropriately but struggle due to underlying factors that prevent them from doing so.

Understanding the Dynamics

Distinguishing between “won’t do” and “can’t do” students is crucial for creating effective interventions and support systems in the classroom. Mislabeling students can lead to inappropriate disciplinary actions or ineffective support strategies, worsening behavioral issues and hampering academic progress.

For “won’t do” students, addressing underlying motivations and fostering a sense of belonging and engagement can be effective strategies. Building positive relationships, providing meaningful feedback, and offering choices can help motivate these students to actively participate and adhere to behavioral expectations.

For “can’t do” students, it’s essential to identify and address the underlying barriers contributing to their challenges. This might involve working with support staff, such as special educators, counselors, or mental health professionals, to create individualized plans that meet their unique needs. Providing accommodations, modifying expectations, and teaching coping strategies can empower “can’t do” students to overcome obstacles and succeed academically and socially.

Supporting “Won’t Do” Students

• Build Positive Relationships: Take the time to connect with “won’t do” students on a personal level. Greet them warmly, show genuine interest in their interests and concerns, and establish trust through consistent interactions.
• Provide Meaningful Feedback: Offer specific and constructive feedback focusing on effort and progress rather than solely on outcomes. Acknowledge their contributions and celebrate their successes, no matter how small, to boost their confidence and motivation.
• Offer Choices: Empower “won’t do” students by providing opportunities for autonomy and self-expression. Offer choices whenever possible, such as selecting assignments or deciding on classroom activities, to promote a sense of ownership and investment in their learning.
• Teach Self-Regulation Strategies: Help “won’t do” students develop self-regulation skills to manage their emotions and behaviors effectively. Introduce mindfulness exercises, deep breathing techniques, or guided relaxation activities to promote calmness and focus in the classroom.
• Foster Peer Collaboration: Encourage student collaboration and teamwork to create a supportive and inclusive classroom community. Assign group projects or cooperative learning activities that allow “won’t do” students to work alongside their peers, fostering a sense of belonging and shared responsibility.

Supporting “Can’t Do” Students

• Identify and Address Barriers: Collaborate with support staff, such as special educators or counselors, to identify the specific barriers that “can’t do” students face. Develop individualized plans that address their unique needs, including accommodations, modifications, and targeted interventions.
• Provide Structured Support: Break down tasks into manageable steps and provide clear instructions to help “can’t do” students navigate academic and behavioral expectations. Offer additional support, such as visual aids, checklists, or one-on-one guidance, to scaffold their learning and promote success.
• Teach Coping Strategies: Equip “can’t do” students with coping strategies to manage challenges and regulate their emotions effectively. Teach relaxation techniques, problem-solving skills, or positive self-talk strategies to empower them to overcome obstacles and build resilience.
• Promote Self-Advocacy Skills: Encourage “can’t do” students to advocate for their needs and communicate openly about their struggles. Teach them how to articulate their challenges, seek assistance when necessary, and actively participate in developing their support plans.
• Create a Supportive Environment: Foster a safe and nurturing classroom environment where “can’t do” students feel accepted, valued, and supported. Celebrate their progress and accomplishments, provide encouragement and reassurance, and cultivate a culture of empathy and understanding among peers.

By implementing these SEL strategies, educators can create an inclusive and supportive learning environment where both “won’t do” and “can’t do” students feel empowered to succeed academically, socially, and emotionally.

Moving Forward Together

Recognizing the difference between “won’t do” and “can’t do” students is key to effectively addressing behavioral challenges in the classroom. By understanding the underlying motivations and barriers contributing to student behavior, educators can implement targeted interventions and support systems that promote positive student outcomes.