PediatricDigest

Thursday, 9 July 2026

Latest from Food Politics: Microplastics: research and commentary

By Marion Nestle

July 09 2026

Microplastics: research and commentary

I’ve been collecting items on microplastics, for which research is finding increasing evidence for harm to human and environmental health. Here are some relatively recent examples of what’s out there on this topic.

Should we be worried about microplastics?

How big a problem are microplastics? The first global study of its kind quantifies the problem in the food and drink industry… Read more
Microplastics and plastic bottles: How worried should we be? The issue of microplastics and nanoplastics are increasingly coming into consumer consciousness… Read more

How do microplastics get into food?

Research: Ultra-processed foods are a key driver of the global plastics pollution crisis: Rob Ralston, Katherine Sievert, Kim Anastasiou, Joe Yates & Jennifer Clapp. Comment | 09 April 2026 Nature Food 7 | doi:10.1038/s43016-026-01341-0.
Microplastics are ‘widespread’ in cheese: here’s how this happens: Cheese is ripe in microplastics, a groundbreaking study revealed… Read more
BBC News: Study Identifies Microplastics in Majority of Commercial Pet Foods: Researchers at the universities of Sussex and Exeter found microplastics in 16 of 19 pet food brands, with higher exposure linked to feeding patterns. The findings highlight potential food system contamination and prompt calls for regulatory testing. Read More

What’s needed?

Food and Water Watch: 250+ Health Professionals Call on EPA to Monitor Microplastics in Drinking Water: Over two hundred and fifty doctors, nurses and other health care and public health professionals and organizations sent a letter to the Environmental Protection Agency (EPA) urging the agency to add microplastics to the Sixth Unregulated Contaminant Monitoring Rule (UCMR 6) and monitor for these contaminants in our drinking water.
IFT’s Food Technology Magazine: Can Food Packaging Go Plastic-Free? The authors detail the environmental drivers, emerging materials, and research priorities shaping the transition from fossil-derived plastics to bio-based and circular solutions for food packaging. Read More
Beverage Daily: 6 ways to keep microplastics out of food and drink: Microplastic contamination poses significant risks for consumers… Read more

And what is the EPA doing about this? Nothing, alas.

EPA Fails to Take Meaningful Action on Microplastics: Food & Water Watch condemns EPA for failing to include microplastics in proposed drinking water monitoring program. The Environmental Protection Agency (EPA) has released a draft of the Sixth Unregulated Contaminant Monitoring Rule (UCMR 6), which sets forth which contaminants the agency will require monitoring for in drinking water. The draft rule shows that EPA does not plan to require monitoring for microplastics over the next five years.

The post Microplastics: research and commentary appeared first on Food Politics by Marion Nestle

Now Available: What to Eat Now

My new book, What to Eat Now, is officially out!

It's both a field guide to food shopping in America and a reflection on how to eat well—and deliciously.

For more information and to order, click here.

You can explore the full archive of this (almost) daily blog at foodpolitics.com, where you'll also find information about my books, articles, media interviews, upcoming lectures, favorite resources, and FAQs.

Visit the Site »

Marion Nestle

Paulette Goddard Professor of Nutrition, Food Studies, and Public Health at New York University, Emerita

If you'd prefer not to receive updates, you can unsubscribe.

Safely Unsubscribe • Archives • Preferences • Contact • Subscribe • Privacy

Email subscriptions powered by FeedBlitz® • 650 E. Palisade Avenue Ste 2, PO Box 173 • Englewood Cliffs, NJ 07632

Wednesday, 8 July 2026

De-Escalating Problem Behaviors

Our Applied Behavior Analysis (ABA) team discusses de-escalating problem behaviors: What are they? What are the early warning signs? How can you help prevent challenging behaviors before they reach a crisis point?

View this email in your browser

De-Escalating Problem Behaviors

De-Escalating Problem Behaviors

Today, we're going to discuss an important topic that every caregiver, therapist, educator, and family member should understand: de-escalating problem behaviors. We'll talk about what de-escalation means, the stages of behavior that lead up to challenging behaviors, and how even small environmental factors can become triggers for a learner without us realizing it. When we hear the phrase "de-escalating problem behaviors," we're referring to the process of reducing the intensity of a situation before it reaches a crisis point.

The ultimate goal of de-escalation is to replace panic, aggression, and unsafe behaviors with safety, regulation, and support. Rather than focusing solely on what to do during a meltdown, effective de-escalation requires us to recognize the warning signs that occur long before a learner reaches that point.

To better understand this process, we first need to review the five stages of behavior: Calm, Trigger, Agitation, Acceleration, and Peak. These stages help us identify where a learner is emotionally and behaviorally so we can intervene appropriately.

Calm Stage
Sometimes referred to as baseline behavior. This is when a learner is regulated, comfortable, and engaged. Imagine a learner playing outside on a playground. They are running around, smiling, interacting with their preferred items, and enjoying themselves.

At this moment, they are calm and content. However, environments can change quickly. Let's say several other peers come outside to play. Some of those peers begin screaming, crying, or engaging in disruptive behaviors. While this may not seem significant to everyone, it could be highly distressing for a learner who is sensitive to loud noises or unexpected changes.

This environmental change becomes a Trigger.

Trigger Stage
A trigger can be anything that causes discomfort, frustration, anxiety, or sensory overload. Sometimes triggers are obvious, such as loud noises or denied access to a preferred activity. Other times they are subtle, such as a change in routine, an unfamiliar person entering the room, a difficult task, or even a therapist's tone of voice.

Understanding a learner's unique triggers is one of the most important aspects of behavior support. After a trigger occurs, the learner may move into the Agitation stage.

Agitation Stage
During this phase, we begin to see signs that the learner is becoming dysregulated. They may engage in increased self-stimulatory behavior, pace back and forth, avoid eye contact, become quieter than usual, or display physical signs of tension. Their body may become stiff, their breathing may change, or their hands may begin to clench into fists.

This stage presents a critical opportunity for intervention. Rather than waiting for the behavior to intensify, we should identify the trigger and respond proactively. If possible, remove or reduce the trigger. This could involve moving to a quieter area, providing noise-canceling headphones, offering a preferred item, or introducing a calming activity or fidget.

The goal is to help the learner regain regulation before the situation escalates further. Equally important during this stage is self-awareness. As caregivers and professionals, we must monitor our own behavior. Our body language, facial expressions, and tone of voice can either help calm a situation or unintentionally make it worse. If we appear frustrated, tense, demanding, or confrontational, the learner may become even more distressed.

A calm learner benefits from a calm support person. Additionally, be mindful of the language you use. For some learners, hearing the word "no" can be highly triggering. While setting limits is sometimes necessary, consider using alternative phrases when appropriate. Instead of saying, "No, you can't have that," you might say, "Not right now," "In a few minutes," or "Let's finish this first and then we'll do that." These alternatives can communicate expectations while reducing the likelihood of escalation.

If the learner continues to become upset despite intervention, they may enter the Acceleration stage.

Acceleration Stage
During acceleration, emotions are building rapidly. The learner may begin yelling, crying, dropping to the floor, attempting to leave the area, refusing demands, or displaying other challenging behaviors. At this point, reasoning, lecturing, or trying to have a lengthy conversation is often ineffective.

The primary objective during acceleration is safety and prevention of further escalation. Focus on reducing demands, limiting environmental stressors, and guiding the learner toward a calmer setting if possible. Keep communication brief, simple, and supportive. Remember that a learner who is highly emotional is often not in a position to process complex instructions or explanations. If the behavior continues to intensify, the learner may reach the Peak stage, commonly referred to as a meltdown or crisis phase.

During this stage, they may engage in behaviors such as aggression, self-injurious behavior (SIB), head hitting, property destruction, elopement, intense crying, or other unsafe actions. When a learner reaches this point, safety becomes the number one priority. Continue maintaining calm body language and a calm tone of voice. Avoid arguing, threatening consequences, or overwhelming the learner with excessive verbal prompts. Give appropriate space when safe to do so, and ensure the environment is as safe as possible.

Depending on the learner's individualized support plan, you may guide them toward coping strategies that have been taught previously. These might include deep breathing exercises, counting from one to ten, using sensory tools, listening to calming music, squeezing a stress ball, or engaging in other self-regulation techniques.

However, it is important to remember that not every learner can access coping skills during the peak of a crisis. Sometimes the most effective intervention is simply remaining calm, ensuring safety, and allowing the learner time to regain control.

Conclusion
One of the most important lessons about de-escalation is that success often occurs before the meltdown ever happens. By recognizing triggers early, responding during the agitation phase, monitoring our own behavior, and creating supportive environments, we can often prevent challenging behaviors from reaching the acceleration or peak stages.

Ultimately, de-escalation is not about controlling a learner. It is about understanding what they are communicating through their behavior and providing the support they need to feel safe, regulated, and successful. When we learn to recognize the warning signs and respond with empathy, patience, and consistency, we create opportunities for meaningful growth and positive outcomes for both learners and their families.

Thank you for your time and attention. I hope this overview has provided a better understanding of the de-escalation process and the important role we all play in helping learners navigate challenging moments safely and successfully.