In any school setting—but especially in Nonpublic Schools (NPS) and Nonpublic Agencies (NPA)—staff may occasionally face situations where student behavior escalates into a behavioral emergency. These high-intensity moments can feel overwhelming, unpredictable, and risky if staff aren’t properly trained.
That’s why California’s AB 1172 requires all staff working with students with disabilities to receive annual training in emergency interventions and crisis prevention. The goal is clear: prevent behavioral emergencies when possible, and respond safely and lawfully when they occur.
In this post, we’ll break down:
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What qualifies as a behavioral emergency
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How to recognize the early warning signs
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What responses are allowed under AB 1172
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Why prevention is the best intervention
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How to document and follow up after a crisis
What Is a Behavioral Emergency?
A behavioral emergency is any situation where a student’s behavior poses an immediate and serious danger to themselves or others, and no existing behavior plan has been effective in stopping the behavior.
This might include:
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Physical aggression (hitting, kicking, biting)
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Self-injury (head banging, hitting self, cutting)
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Property destruction that could lead to harm
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Elopement into dangerous areas (e.g., streets)
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Severe meltdowns or outbursts with violent potential
A behavioral emergency is not the same as a tantrum, noncompliance, or a frustrating outburst—it is a crisis-level event requiring immediate intervention to protect safety.
⚠️ Warning Signs of Escalation
Most behavioral emergencies don’t come out of nowhere. They’re often preceded by signs of escalation, including:
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Change in voice tone or volume
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Pacing, clenched fists, or fast breathing
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Repeated verbal refusal
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Increased self-stimulation or dysregulation
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Targeted glares or verbal threats
Recognizing these signals early allows staff to use de-escalation techniques that may prevent the situation from becoming a full-blown emergency.
✅ What Staff Can Do During a Behavioral Emergency (AB 1172-Compliant)
Under AB 1172 and the California Education Code, emergency interventions must be:
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Proportionate to the danger
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Used only when less restrictive measures have failed
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Ended as soon as the threat has passed
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Never used for punishment, coercion, convenience, or discipline
Permitted actions include:
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Blocking to prevent injury (e.g., shielding a student or peer)
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Guided escort to a safer location (without using force or prone restraint)
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Verbal de-escalation, redirection, or calming prompts
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Calling additional support staff or administrators for assistance
Prohibited actions include:
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Prone or supine restraints
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Mechanical restraints (unless part of a medical plan)
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Locked seclusion
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Any action that restricts a student’s breathing
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Using emergency procedures as part of a routine response
What Happens After a Behavioral Emergency?
After any emergency intervention, schools must:
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File a Behavioral Emergency Report (BER) within 24 hours
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Notify the parent or guardian the same day
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Call an IEP or behavior team meeting if:
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No Behavior Intervention Plan (BIP) exists
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The emergency indicates the current plan is ineffective
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These steps help schools ensure that every emergency is analyzed, documented, and used to improve future support.
Prevention Is the Best Emergency Plan
The best way to handle behavioral emergencies? Avoid them in the first place. This means:
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Teaching staff to recognize triggers and signs of escalation
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Embedding antecedent interventions into daily routines
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Building trusting relationships with students
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Ensuring students have functional communication systems
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Using positive reinforcement and trauma-informed supports
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Reviewing and updating Behavior Intervention Plans (BIPs) regularly
Proactive schools have fewer emergencies, more learning time, and safer environments for everyone.
Staff Support Matters
Behavioral emergencies are stressful for everyone involved. That’s why your training plan should also include:
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Post-crisis staff debriefs
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Opportunities to reflect, learn, and grow
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Teamwide review of what worked and what didn’t
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Regular skill-building in crisis prevention and emotional regulation
Staff who feel supported and well-trained are more confident and calm during high-pressure moments—and more effective at keeping students and themselves safe.
Final Thoughts: From Crisis to Confidence
Behavioral emergencies can happen—but how schools prepare, respond, and reflect makes all the difference.
With the right training, systems, and mindset, schools can:
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Prevent most crisis situations before they start
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Handle true emergencies with calm, skill, and compliance
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Build a safer, more inclusive, and more supportive school culture
Under AB 1172, California has made it clear: our response to behavior must be safe, ethical, and focused on student dignity. It’s not just compliance—it’s care.
Get Trained in Emergency Response and Prevention
Our AB 1172 Online Training Course includes:
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Recognizing and responding to behavioral emergencies
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What to do (and NOT do) under state law
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De-escalation strategies and trauma-informed techniques
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Real-life scenarios, activities, and quizzes
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Certificates of completion for your compliance file