Rethinking Impulsivity in the Classroom

The mornings are my favorite part of the day now that I've gotten them back for myself. I sit at my kitchen table with a cup of coffee and a list in front of me, planning out the week ahead. Jerry likes to tease me about being a planner, but it's not just about getting things done - it's about making time for what really matters.

Lately, I've been thinking a lot about some of my students from Brooklyn who struggled with impulsivity. They would get frustrated when they couldn't sit still or focus on their work, and sometimes that frustration turned into acting out in class. But the more I got to know them, the more I realized that this restlessness wasn't just about being "bad" - it was about a deep desire to do something meaningful.

I recall one student in particular who would get angry when his friends were bullied on the playground. He wanted to stand up for them, but didn't know how or if he should. It broke my heart to see him stuck between wanting to help and not knowing what to do with himself. I wish I'd had a better understanding of what was driving that behavior back then.

It's funny - as an educator, I've always tried to teach kids about empathy and kindness, but it wasn't until I sat down with some of these students one-on-one that I realized there was more to it than just feeling sorry for someone. These kids were motivated by a sense of justice - they wanted things to be fair and right, even if that meant taking risks.

I think this is something we often overlook in our efforts to help kids who struggle with impulsivity. We want them to calm down and focus, but what if that's not the answer? What if these kids are wired to take action, to stand up for what they believe in, even when it's hard?

My own experience has taught me a thing or two about being an outsider. When I was working with students from tough neighborhoods, I had to learn how to navigate their world without getting caught up in the drama. And when I finally took a step back and started really listening to them, that's when things began to change.

I've been reading some research on adolescent brain development, and it seems like these kids are wired for risk-taking - not just negative risks like substance abuse or reckless driving, but positive ones too. They're more likely to stand up for their friends or join a cause they believe in, even if that means facing ridicule or criticism.

The question is - how do we help them channel this energy in a way that benefits everyone? By giving them the space to take calculated risks and make mistakes, by teaching them about social justice and empathy, and by being there for them when they need it most. That's the only way I know to truly support these kids - not just as educators or mentors, but as people.

One thing I've learned from my time in Brooklyn is that you can't force someone to be more patient or calm. You have to meet them where they are and work with their strengths. These kids may struggle with impulsivity, but they're also fiercely loyal and committed to doing what's right - even if it means taking a chance.