Overcoming Test Refusal: A Case Study

No one likes taking tests. They can be stressful, challenging and boring. In some cases, students will simply refuse to take tests. Jordan*, a student at PEP Phoenix is a recent example.  A few weeks ago, as he sat down to take a test along with his classmates, he quickly became overwhelmed. He abruptly stood up, threw his snack to the ground and dashed out of the room, angrily mumbling that he didn’t know how to do it.

He’s not alone. Test taking can be particularly challenging for PEP students, many of whom struggle with mental health issues. Oftentimes, that challenge has nothing to do with what’s on the test. It’s about other test-taking skills like regulating emotions during periods of stress, time management and frustration tolerance.

As much as tests are universally unpopular, they do serve an essential role in helping educators monitor a student’s progress. Results are often used to assess where additional help is needed and to shape students’ Individualized Education Plans (IEPs). And what’s more, there are tests that are required by the state. Simply not taking the test isn’t an option. So, what happens when students refuse to sit for tests?

Let’s look at a case study.

Natalie’s* Story

Off to a Rough Start

“She’s a delight to have in class,” were words that were never spoken about Natalie in her public school. The feisty kindergartener did not get along with her peers, refused to do anything that was requested of her and had impulsive behaviors that were constantly landing her in deep trouble. The trend continued into first grade. Not surprisingly, despite their best efforts, none of her teachers were able to get her to sit for testing. She simply wouldn’t do it.

Not only was her school not able to submit state mandated test scores for her, but she also wasn’t able to participate in most of the classroom’s day-to-day learning activities. She was missing out on critical learning.

The Root of “Bad” Behavior

Behavior like this isn’t simply a child “being bad” and it can’t be addressed with traditional strategies that work with typically developing students. Behavior like Natalie’s is often rooted in trauma and mental health challenges.

Sadly, despite her young age, Natalie had already experienced significant trauma, as well as having received learning and mental health diagnoses. Her difficult behavior in the classroom wasn’t because she was a “bad kid.” It was because, at five and six years old, she didn’t have the skills to cope with the traumatic events that had happened to her; and she didn’t have the support she needed to manage her mental health challenges and learning disabilities.

Natalie’s difficult behavior was her coping strategy, and it was all she had – until her public school referred her to PEP. Educators and mental health professionals must use a specialized approach to help students like Natalie develop healthy coping strategies. At PEP, she finally had access to the support she needed.

Strategies to Mitigate Test Refusal

While there were many reasons for Natalie’s referral, one of them was her refusal to take tests. At PEP, we recognize that there are a multitude of reasons that may contribute to test refusal. Fortunately, we also know there are many strategies that can help.

Strengths-Based Approach

For Natalie, PEP’s strengths-based approach was a game changer. Suddenly, and for the first time ever, she was in an environment where she wasn’t constantly in trouble. For instance, she loved pretending to be a cat. Instead of getting in trouble for this, when it was appropriate, her teachers and staff allowed it and played along. It felt good for her to be accepted for who she was. Her confidence grew. She began to believe she wasn’t just a “bad kid.”

Trusting Relationships

Because of her acceptance, she began forming healthy relationships with the teachers and staff with whom she worked. This trust helped her become more open to learning. The Neurosequential Model™ (NMT), a framework informed by brain science that PEP uses in its programming, tells us that before a child can learn they must first be emotionally regulated. Throughout our classrooms, we heed NMT’s sequence of engagement (Regulate, Relate, Reason) to ensure our students are emotionally and academically prepared to succeed. These trusting relationships are the “relate” part of the sequence of engagement.

Regulation Strategies

With this new openness, staff began working with her on coping strategies (the “regulate” part of the sequence of engagement.) She was also introduced to the sensory room, which she loved. When she felt overwhelmed, not only did she have strategies she could use to calm herself, but she could also retreat to the sensory room until she felt emotionally regulated.

In time, her relationships with staff deepened, she began relying on coping skills and felt confident that she could manage her emotions even if she was frustrated.

In fifth grade now, Natalie is a very different child. “Today, when she gets frustrated, she’ll tell you what her coping strategies are,” explained her teacher, Kaitlin Merklein. “It hasn’t just been me working with Natalie. Ariana Guilfu (the associate teacher counselor who works in Natalie’s classroom with Merklein) has made a big difference. Natalie now has strong relationships throughout the building. She came a long way last year and I give Kathy Mary Andes and Taylor Banks (her teaching team from last year) a lot of credit,” said Merklein.

These statements from Merklein are a testament to the importance of the regulate and relate elements of the Sequence of Engagement.

Now that Natalie has the skills to regulate her emotions and the relationships (i.e., relate) that make her feel secure and open to learning, what does that mean for the reason portion of the sequence of engagement? It’s simple. It means she can learn. No longer in a constant emotional state of “fight or flight,” Natalie can pay attention in the classroom.

Natalie’s Testing Success

It also means she is getting better at testing. PEP has been able to submit all of her mandated test scores to the state. Instead of just clicking through each answer to get it over with, she reads the questions and does her best to answer correctly.

“This year, she sits in her seat for testing. Sometimes I sit next to her, so she remembers to take her time,” explains Merklein. “Her scores are improving. As a teacher, you hope what you teach actually applies at some point. With Natalie, I can see that it’s working.”

Sweta Asher, one of PEP’s coordinators of curriculum and instruction, explains it this way:

Part of our teachers’ goals at PEP is to understand our students’ data and how to use them to help students grow. We use data to determine our instructional goals. Statistically, when students come to PEP, their test scores go up with time. Some students make significant gains. Because we have so many teachers who are caring and empathetic, it helps our students grow academically.

Learn More

For more information about PEP’s strategies to address test refusal, visit our website. Contact Nicole Molnar, sr. director, clinical services, at 216-361-7760 ext. 110 or via email to see if a student in your district may be a good fit for Positive Education Program.

Please note, referrals to PEP’s Day Treatment Centers are made through school districts in consultation with parents. Interested parents or caregivers should contact their school administrator.

*Names have been changed for privacy.