The ENGAGE project (Project Number: 2024-1-IT02-KA220-SCH-000249540) has been co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA).

Orlando

Age
11
Country
Italy
Description
Orlando, the heroic knight from Ludovico Ariosto’s Orlando Furioso, embodies both courage and vulnerability — a symbol of passion, reason, and madness intertwined. In this case study, Orlando represents a student struggling with emotional dysregulation and behavioral challenges, mirroring the inner turmoil of Ariosto’s character. His name evokes the journey from chaos to self-awareness, reflecting the transformative power of empathy, guidance, and meaningful educational support.

SIGNS OF STUDENT DISENGAGEMENT

General Overview
Orlando is a student who has shown a consistent pattern of behavioral and emotional dysregulation, especially in school settings. He often reacts impulsively, disturbs lessons, and occasionally engages in dangerous or inappropriate actions. Despite these behaviors, recent observations suggest that his difficulties stem not from cognitive impairment but from an emotional and conduct adjustment disorder.
Orlando displays pervasive difficulties in emotional self-regulation, impulse control, and behavioral adjustment across all school settings. Episodes of sudden aggression, defiance, inappropriate humor, and impulsive risk-taking behavior have become a recurring challenge. These include leaving the classroom without permission, interfering with digital equipment (e.g., activating unrelated videos on the interactive whiteboard during lessons), throwing objects, mocking teachers and classmates, and engaging in unsafe actions such as spraying flammable substances or placing himself under desks in defiance of basic rules.
His behavioral profile is now officially recognized under the diagnosis of Adjustment Disorder with Mixed Emotional and Conduct Disturbance, confirmed through clinical evaluation by a specialized multidisciplinary team. Notably, Orlando does not present with cognitive delays or ADHD, but suffers from low self-esteem, difficulty identifying emotions, and a tendency to externalize internal discomfort through oppositional and provocative actions.
In addition to poor behavioral self-regulation, Orlando shows signs of social disconnection. He struggles to form positive peer relationships, often becoming the source or target of conflict. At times, he seeks peer attention through disruptive behavior, while also expressing frustration about being placed in a new class without his elementary school friends.
Orlando displays pervasive difficulties in emotional self-regulation, impulse control, and behavioral adjustment across all school settings. Episodes of sudden aggression, defiance, inappropriate humor, and impulsive risk-taking behavior have become a recurring challenge. These include leaving the classroom without permission, interfering with digital equipment (e.g., activating unrelated videos on the interactive whiteboard during lessons), throwing objects, mocking teachers and classmates, and engaging in unsafe actions such as spraying flammable substances or placing himself under desks in defiance of basic rules.

Learning Style
Orlando shows moments of engagement and even curiosity when motivated or in a familiar context. However, he struggles to stay focused, often becomes disruptive, and avoids tasks that trigger frustration. His learning is hindered by low self-esteem, performance anxiety, and difficulty with emotional regulation. He benefits from hands-on, short, and structured activities. Visual aids, peer modeling, and clear behavior expectations help reduce classroom disruptions. His academic performance is currently secondary to behavioral and emotional goals. Teachers adapt materials and expectations, using short, step-based tasks, visual supports, and low-stakes assessments. Learning through games and multimedia platforms has proven helpful.

Personal Challenges
Orlando has difficulty recognizing and expressing his emotions appropriately. He shows oppositional and provocative behavior in the classroom, often stemming from an internal sense of inadequacy. He frequently uses humor or disruptive behavior to gain peer attention or manage discomfort.
At home, there is reported family instability, including reduced paternal involvement and concerns about overuse of technology and gaming. Teachers have noted that Orlando expresses frustration with being separated from former elementary school classmates, which may contribute to his feelings of alienation in the current group.
Despite his challenges, he is capable of showing kindness and collaboration, especially in less structured settings or one-on-one interactions.

The school has developed a Personalized Didactic Plan (PDP) based on the clinical evaluation. Key components include:

  • Behavioral monitoring plans, with daily behavior checklists and specific reinforcement systems (e.g., a star chart for tasks completed without incident).
  • Positive Behavioral Interventions and Supports:
  • Clear, visible classroom rules tailored to Orlando’s needs.
  • Consistent routines and structured transitions to minimize opportunities for dysregulation.
  • The use of non-verbal signals and pre-agreed cues to de-escalate emotional peaks.
  • Social-emotional learning (SEL) activities designed to develop emotional literacy and help Orlando identify, label, and regulate feelings such as anger and frustration.
  • Peer mediation strategies in low-risk group work settings, aiming to improve his interpersonal relationships and reduce social isolation.

Therapeutic collaboration

  • Observation by clinical specialists from the external service (Studio Evolutiva DSA).
  • Individual psychotherapy and family therapy have been initiated.
  • Integration of therapeutic recommendations into classroom strategies.
  • Structured “reset spaces” or micro-breaks: Orlando is allowed to leave the classroom briefly with supervision when showing early signs of dysregulation. This avoids escalation while preserving learning time for the group.

Despite these interventions, progress is slow and non-linear. While some days reflect increased engagement and fewer disruptions, other days are marked by regression and renewed oppositional behavior. Teachers maintain constant documentation and communication with both family and therapists.

Data Collection Methods

To gain a comprehensive understanding of Orlando’s behavioral patterns, emotional triggers, and learning responses, the teaching staff and support team use a combination of formal and informal data collection tools. These tools allow educators and therapists to monitor progress, adapt strategies, and maintain communication with all stakeholders involved in Orlando’s educational journey.

Structured Teacher Observations
Daily classroom observations are documented using standardized behavior tracking sheets. These logs focus on attention span, participation, disruptive behaviors, social interactions, and responses to regulation strategies. Teachers record both triggers and effective de-escalation techniques to identify patterns and refine interventions.

Behavior Incident Reports and Weekly Reflection Logs
Significant incidents are documented in the school’s digital register, allowing the teaching team to analyze trends over time. Weekly reflections are also maintained to note any improvements in emotional regulation or increased task engagement.

Personalized Didactic Plan (PDP) and External Reports
Orlando’s learning and behavior are guided by a Personalized Didactic Plan (PDP) created in collaboration with external professionals. Reports from the neuropsychiatric team (Studio Evolutiva DSA) are integrated into the plan, informing both short-term support strategies and long-term goals.

Family Communication Logs
Frequent communication with Orlando’s family (emails, phone calls, in-person meetings) helps cross-reference behavior at school with emotional states at home. Parents are invited to share insights regarding emotional triggers, sleep quality, and engagement in therapy sessions.

Peer Interaction Logs and Cooperative Task Reviews
Group work is observed closely using peer interaction logs. Teachers assess how Orlando relates to classmates during structured activities, looking for moments of cooperation, conflict, or social withdrawal. These observations are essential for evaluating progress in social-emotional learning.

Social Stories and Self-Reflection Sheets
Social stories tailored to Orlando’s challenges are read together and discussed regularly to enhance his understanding of expected behavior in various school contexts. Follow-up reflection sheets help him explore thoughts and feelings surrounding key incidents.

Visual Planning Tools
Orlando benefits from visual timetables and color-coded classroom rules posted in the learning environment. These support his executive functioning and reduce anxiety by creating predictability.

Clinical Observation Reports
External specialists conduct classroom visits, observing Orlando’s interactions and regulatory capacity in real-time. Their feedback, collected through direct observation protocols, is shared with both teachers and parents and guides the refinement of school strategies.

Subjects involved

Student

  • "Sometimes I just can’t stop myself. I feel like I want to be good, but something inside me just explodes. I don’t like it when people look at me like I’m doing everything wrong. I wish I could explain better how I feel."
  • "I like helping when I can, especially when I understand what to do. I don’t always like school, but I like when we do things in groups or when it’s about stuff I know."

Teachers

  • "Orlando struggles with impulse control and often interrupts the lesson with loud noises or inappropriate behavior. When he is engaged, however, he can show good intuition and curiosity. The challenge is keeping him focused without triggering a reaction."
  • "He finds it hard to tolerate frustration. When he doesn't understand something or feels embarrassed, he reacts with jokes or disruptive behavior. He also frequently avoids written tasks. Visuals and short, structured activities help maintain some focus."
  • "Since the beginning of the school year, we’ve seen a pattern of oppositional and provocative behavior. However, Orlando responds positively when he feels seen and valued. Structured routines and predictable expectations are essential. We are working closely with the family and therapists to develop consistent boundaries and emotional scaffolding."

Counselor
"Orlando demonstrates a complex emotional profile. While no cognitive or attention-related disorders have been identified, his behavioral dysregulation stems from emotional insecurity and difficulty identifying and expressing emotions. He reacts impulsively, especially in moments of frustration or perceived threat. Therapeutic intervention is essential to help him develop self-regulation strategies and a healthier self-image."

School Leader
"Orlando was intentionally placed in a welcoming and inclusive classroom, with teachers chosen for their calm, empathetic, and experienced approach to behavioral challenges. The environment supports positive relationships and emotional safety. The school has taken a restorative and inclusive stance, creating a personalized plan based on the diagnosis of Emotional and Conduct Disorder. External observations and therapeutic collaboration are ongoing. Our aim is to sustain a consistent and responsive setting that nurtures Orlando’s emotional growth while minimizing triggers for dysregulation and disengagement."

Parents
"Orlando is a very sensitive boy. He often doesn’t fully understand the impact of his actions on others. When something goes wrong, he may laugh or become upset without realizing why it was serious. At home, he talks about school with mixed feelings — he sometimes feels judged or left out, but he also wants to do well and be liked. We’ve started therapy to help him become more aware of his emotions and behaviors. We’re also working to reduce screen time and establish clearer boundaries and routines."