Why February Is the Most Important Month for Behavior Supports

By: Dr. Gabrielle Baker, President & Advocate

February is often when behavior challenges peak for students, even those who seemed settled earlier in the school year. The structure of fall has worn off, winter fatigue sets in, and expectations remain high while motivation and regulation are often at their lowest. For students with disabilities, this combination can quickly lead to increased behaviors, discipline referrals, and emotional shutdown.

By February, most behavior plans that were written at the start of the year have either drifted from consistent implementation or are no longer effective. Supports that looked good on paper in September may not match the student’s current needs. This is especially true for students who are masking, holding it together at school, or relying heavily on adults at home to recover from the school day.

This is why February is such a critical checkpoint. It is late enough in the year to have meaningful data but early enough to make changes that can still positively impact the remainder of the school year. Waiting until spring often means schools respond only after behaviors escalate or disciplinary action is already on the table.

Families should be asking specific questions in February. Is the behavior plan being followed as written. Is there data showing whether interventions are working. Have new behaviors emerged that are not addressed in the current plan. Is the student receiving proactive supports or only reactive consequences.

February is also an ideal time to request updates to a BIP or to ask for an FBA if one is not already in place. A plan that only focuses on consequences rather than skill building, regulation, and prevention is unlikely to succeed long term. Students need supports that help them navigate stress, transitions, and increasing academic demands.

Another reason February matters is that discipline patterns often become clearer by this point. Repeated removals, frequent calls home, or informal pick ups without documentation can signal a failure to support behavior appropriately. Addressing these issues now can prevent more serious outcomes later in the year.

Most importantly, February offers a chance to reset. With the right adjustments, students can regain stability, rebuild trust with staff, and finish the school year with greater confidence. Behavior support is not about control. It is about understanding, access, and giving students the tools they need to succeed.