Activities Spelled Out: Conflict Escalation
We recently had a conversation with our students about conflict escalation so we could demonstrate the mediator’s role as someone who would de-escalate a conflict, not escalate it. To illustrate this, we used a conflict escalation exercise adapted from www.peermediationonline.org. By relying on examples similar to situations students may encounter at school, this exercise allows for students to break down behaviors and feelings that lead to an escalated argument.
Our students enjoyed the process of breaking down conflict escalation through this activity, and one even added “Can we do it again?” We hope that this activity provides engaging and helpful conversations as you implement it in your respective spaces!
Objectives:
Students should see how feelings are related to behavior;
Students realize how some behaviors and feelings made the conflict worse;
Students should understand how some behaviors/interventions could have made the conflict less intense.
Supplies Needed:
Chart paper with staircase drawn on it
Markers
Escalated Incident Scenario
Escalated Incident Scenarios:
*Examples are written as though the students in group are witnessing escalation scenario
Example: You’re (in English class and you see one of your classmates walk up to the front of the room, grab a tissue and blow their nose. Afterwards, they linger at the front of the room and slowly make their way back to their seat, whispering to a friend as they sit down. The teacher is lecturing but doesn’t say anything at first. A minute later, the same student gets back up and grabs a tissue again. This time, they just hold it and start looking around the classroom, where the rest of the class can see. They don’t seem to be paying attention to the teacher, and the teacher now looks upset. The teacher stops talking and tells the student to sit down but the student quickly responds, “I’m just blowing my nose!” The teacher responds immediately, “You’re clearly not. Sit down now.” The student refuses and the teacher announces “You’re being disruptive. Go sit down or you can leave!” The student then says, “Fine,” and walks out of the classroom.
Example: It’s 5th period gym class and you are in the dodgeball unit. Normally most people don’t really care about who wins or loses but you’ve noticed that people have been pretty competitive during the last couple of periods. With the last three minutes of the period, your PE teacher refs a close call. They declare that a student from the other team is safe on third base and the score is tied 7-7. You quickly jump in with the complaints until you hear your teammate on third base yell, “What the f—k?! I tagged him!” The teacher doesn’t say anything at first, and the student on third smiles and says, “That sucks.” Your teammate glares at him and quietly says, “F—k you.” At this point, the teacher yells for the students to “knock it off and use appropriate school language,” but the students don’t seem to hear because next thing you know, one is shoving the other and quickly, it turns into a full-on fight before the PE teacher is able to separate them.
Activity Directions:
To illustrate the escalation of a conflict, break groups into small groups of 3 to 4 people. Each group will receive a piece of chart paper with a staircase drawn on it. Then give each group a scenario about an escalated incident (two examples are provided for use).
After giving students a chance to read their scenario, ask them to identify and write down emotions and/or behaviors that intensify the scenario. Each step of the staircase should progress in intensity, starting from the bottom of the staircase. When the students have identified all the emotions and behaviors that led to the intensification of the conflict, have them go back and identify behaviors or interventions that could have reduced the conflict.
Spend a few minutes debriefing the takeaways from the activity and discuss ways they can use de escalation strategies in their own lives.
