January Behavior Spikes: What Triggers Them and What Schools Should Do
By: Dr. Gabrielle Baker, President & Advocate
Many parents notice the same pattern every year: January arrives, school resumes after winter break, and suddenly behavior concerns spike. Phone calls increase, behavior charts reappear, and teams begin talking about discipline, shortened days, or “regression.” While this can feel sudden or alarming, January behavior spikes are common—and often predictable.
Understanding what triggers these behaviors is key to responding appropriately and ensuring schools meet their obligations.
One major trigger is disruption to routine. Winter break often brings changes in sleep schedules, meals, sensory input, and daily structure. Students with disabilities, particularly those with autism, ADHD, anxiety, or executive functioning challenges, rely heavily on predictability. When school resumes without a gradual transition or added support, dysregulation is often the result.
Another common factor is increased academic demand. January frequently marks a shift in pacing, expectations, and workload as schools push toward midyear benchmarks and spring testing. If supports were already stretched thin, this increase can overwhelm students—especially those who were missing services, had inconsistent implementation, or needed accommodations that weren’t being consistently followed.
Sensory and environmental changes also play a role. After weeks of more flexible environments at home, returning to loud classrooms, rigid seating, long periods of sitting, and limited movement can be incredibly challenging. For some students, winter weather also means fewer outdoor breaks, reduced physical activity, and increased sensory overload indoors.
Emotional factors matter too. January can bring heightened anxiety, separation stress, and difficulty re-engaging socially. Students may struggle to re-enter peer dynamics, navigate classroom expectations, or cope with the emotional load of “starting over” after a long break.
When behavior spikes occur, schools should not default to discipline or removal. Behavior is communication. An increase in behaviors is often a signal that supports are insufficient or misaligned—not that the student is being defiant or noncompliant.
Schools should respond by reviewing implementation of the IEP or 504 plan. This includes confirming that accommodations, supports, and service minutes are being delivered as written. If services were missed in the first semester, January behavior concerns may be directly connected to that lack of support.
Teams should also consider whether a Functional Behavioral Assessment (FBA) is warranted. Repeated behavior concerns without a plan to assess function and design appropriate supports is a red flag. Behavior plans should be proactive, individualized, and focused on skill-building rather than punishment.
Adjustments may be needed. This can include increased check-ins, visual schedules, sensory supports, movement breaks, modified workloads, or temporary scaffolding to help the student regulate and re-engage. These supports can often be added without waiting months or requiring a crisis.
Importantly, schools should involve parents early and collaboratively. Families often have insight into what changed over break, what strategies work at home, and what warning signs to watch for. Open communication can prevent escalation and reduce the likelihood of disciplinary actions that deny access to instruction.
January behavior spikes are not a failure of parenting or proof that a child “can’t handle school.” They are often a predictable response to change—and a signal that it’s time to adjust supports. When schools respond thoughtfully and proactively, January can become a reset, not a breaking point.
