Developed by Nicholas Long, the Conflict Cycle is a model for understanding how interactions between students and teachers follow a circular process that mutually and continuously affect each other. The process involves a negative self-image in students that makes them vulnerable to stress; stressful events are interpreted so as to cause uncomfortable feelings that drive an emotional rather than rational behavioral response. The behavioral response tends to be primitive, regressive, and defensive. The adult reaction may entail taking the student's defiant behavior personally and ultimately reacting emotionally as well. Walker, Colvin, and Ramsey (1995) describe a seven-phase process in which the interdependent dynamics of teacher-student responses can either heighten or de-escalate the conflict. Their phases are labeled as "Calm," "Trigger," "Agitation," "Acceleration," "Peak," "De-escalation," and "Recovery." Knowing these seven phases and the appropriate interventions at each stage can significantly reduce the frequency, duration, and intensity of violent acts in schools. This article concludes with descriptions of techniques for de-escalating escalating behaviors at each of the seven phases. 9 references