The Students We’re Told to “Watch Out For”

As the end of the school year approaches, teachers begin receiving their class rosters for the following year. Along with those rosters often comes insight from colleagues. Sometimes that information is incredibly helpful—strategies that support a student’s success, learning needs, or ways to build connection. Those are the kinds of things worth sharing. But sometimes… the information sounds different.

“Watch out for this one.”“They’re trouble.”“You’ll never get through to them.”“That’s a bad kid.”

Over the course of my career, I’ve heard those phrases more times than I can count.

And yes—it’s true that some students come with real challenges. Some of those challenges are complex, and at times they extend beyond what one teacher alone can fully address. But I’ve also learned something just as important: Many of the students we’re warned about aren’t “bad kids” at all. They are intelligent.They are perceptive.They are capable, often more so than their peers. But they are not succeeding—not because of who they are, but because of what they are navigating.

What We See vs. What’s Really There

In many cases, behavior is a form of protection.

Students who feel embarrassed in front of their peers may act out to deflect attention.Students who have learned that being “smart” makes them a target may hide behind humor or disruption.Students who believe they can’t succeed may stop trying before they have the chance to fail. What looks like defiance can be self-preservation.What looks like disengagement can be discouragement.What looks like apathy can be a lack of safety.

I have worked with students who resisted every part of the classroom experience—refusing to participate, making negative comments, challenging expectations at every turn. But when I had the opportunity to interact with those same students one-on-one, outside the structure of a lesson, I saw something entirely different. I saw curiosity. I saw responsibility. I saw thoughtfulness and maturity. In some cases, I learned that these students were helping care for their families, taking on responsibilities well beyond their years, or navigating environments that required them to be guarded. None of that was visible in the classroom.

The Mask Students Wear

Sometimes students present one version of themselves in front of their peers—and a completely different version when they feel safe. Especially for some students, vulnerability is not an option in a public setting. So they adapt. They become the class clown. The disruptor. The one who pushes boundaries first before anyone else can.

It’s not always about defiance. Sometimes it’s about survival.

A Shift in Perspective

Over time, I’ve come to see those initial warnings differently.

Instead of hearing, “This student is a problem,”I now hear, “This student needs something different.” A different approach. A different entry point. A different kind of connection. Because when we take the time to look beyond the behavior—when we assume there is more beneath the surface—we often find a student who has simply not yet been reached in the right way.

A Professional Responsibility

As educators, we're asked to manage behavior, deliver content, and meet standards. But we are also in a position of influence. We help shape how students see themselves. If a student believes they are incapable, unwanted, or “the problem,” they will often act accordingly. But when a student feels seen—truly seen—something begins to shift. Not always immediately. Not always perfectly. But meaningfully.

A Question Worth Asking

So as you look ahead to your next group of students, consider this: When you hear, “Watch out for that one,”what if you responded with— “I wonder what I haven’t seen yet?” Because sometimes the student we’re warned about… is the one who just hasn’t been given a reason to believe in themselves yet.

If you’re an educator, I’d love to hear your perspective: What has helped you connect with a student others found challenging?