When “Bad Behavior” Is Really a Cry for Help | Reading Struggles & Defiance | SOR Blog Post 5

By: Mikaela Ostrander

I want to share a story that’s stuck with me — because it reveals so much about what’s really going on behind some challenging behaviors in schools.

The Middle Schooler Hiding Under Desks

This was a student on the verge of being placed in a behavior program. When asked to write even a single sentence, he’d disappear — hiding under desks, refusing to participate, acting defiant. The adults around him wrote him off as “troublesome” or “unmotivated.”

But here’s what I discovered once I started working with him:He was in middle school and couldn’t even spell simple CVC (consonant-vowel-consonant) words. Like tack or buzz. He struggled with foundational phonemic awareness — the basic sounds that make up words. Writing an essay for him was like expecting him to write in chinese or another language he has never experienced before.

If I were in his shoes — hiding under a desk wouldn’t just be understandable, it would be expected.

Starting Where Real Learning Can Begin: Wilson Reading System 1.1

We began with the Wilson Reading System 1.1, a structured literacy program designed to build foundational skills step-by-step.

Over 18 months, four days a week for most of that time, then tapering to twice a week, he worked hard. Really hard.

The result? When he moved on to high school, he was able to access his grade-level material — with accommodations and modifications, yes — but he was there. His reading improved enough that it impacted his confidence and his social interactions with peers.

Technology and Access: The Missing Piece

One big barrier I saw?The lack of widespread, easy access to tools like speech-to-text and text-to-speech technology in schools — especially in older systems or underfunded districts.

Even when such tools exist, many teachers haven’t been trained to incorporate them into reading and writing instruction. Worse yet, these supports aren’t often integrated into the core curriculum — they’re “extras” or afterthoughts.

For kids with reading struggles — especially those with dyslexia — these technologies can be lifelines. They allow students to demonstrate knowledge and ideas without being trapped by decoding and encoding challenges.

What This Story Teaches Us

• Behavior issues often mask deep academic struggles.

• Without foundational phonics and phonemic awareness instruction, expectations to write complex texts are unrealistic and harmful.

• Structured literacy programs like Wilson can transform students’ skills and confidence — but it takes time and commitment.

• Technology tools must be accessible and integrated into teaching — not just handed out randomly.

• Teacher training must include how to support students with these challenges, both academically and emotionally.

This student’s story isn’t unique — it’s a powerful example of how reading struggles affect the whole child, not just their academic performance. And how with the right support — we can rewrite that story.

If you want to learn more about Wilson, structured literacy, or tech supports, I have lessons, videos, and resources ready at MindChild.net.