Dealing with problems
Ideally, you’ve already started dealing with potential behavioural problems at the start of your FSA by establishing clear selection criteria and setting high expectations (Shames & Alden, 2005), involving students in the planning process, and asking students to sign a positive behavioural contract. In addition, use pre-departure activities such as fundraisers to build student rapport and establish positive group dynamics. This will provide students with trusted people to rely on during the trip should any issues arise.
Throughout the trip, use repeated mini-assessments of student mood, with appropriate intervention as necessary (Savicki, 2013). Teachers in our PAREA research study regularly checked in with students to nurture the group dynamics that were established during pre-departure meetings and to determine how students were feeling. Jacob (pseudonym), one of the teacher participants in our study, said that this gave him a chance to identify and address problems as soon as they arose:
Well, it’s really important that you do check that, because you’ll see that somebody is withdrawing, that somebody is not looking their normal selves. What is it? Is it because they’re feeling sick, is it because they’re lonely, is it because they’ve had a fight with somebody? Any number of things could come [into play] and the sooner you get ahold of that, the better chance you have of correcting it.
Problematic dynamics can be turned around by providing students with a safe space to discuss their feelings. These discussions will also give you and your students a chance to address any issues related to mutual concern and respect.
Finally, make sure you get support from your college with regard to student behaviour: any consequences that are outlined for not respecting your college’s rules and regulations should be enforceable. You will need to have administrators support your decision if you are faced with serious behavioural issues during the FSA, including the decision to send a student home early.