When a child’s behavior in an early childhood center or school makes it impossible for other children in the group or class to learn or feel safe, it sends a message in flashing red lights: it is time for a change.

As the program’s leader—the director, principal, or head teacher—you may be tempted to blame the child and jump right in. But it is better to get the facts and make a plan first—to read the tea leaves and start exploring what is going on and what to do about it. This is an opportunity to take a close look at the classroom environment and the program, and maybe even the teacher’s teaching style, and his or her relationship with the children, a process that will probably result in recognition of the need for change.