A Look at Compassionate/Trauma Informed Schools &
the Delaware Positive Behavior Support Project
Compassionate Schools
Components
Understanding Trauma
and Learning
Safety/Assurance of Wellbeing
Cultural Competence
DE-PBS Components
Not addressed currently. The importance of ongoing professional
development to enhance school-wide practices based on need is part of
Program Development and Evaluation
Prevention: Implementing Schoolwide & Classroom Systems
 Supports a safe school environment
Not a separate component. Program is developed considering the needs of
all students and having high expectations for all students, however
Cultural Competence is not taught explicitly at this time
Program Development and Evaluation
 Families and students part of leadership teams or input is sought
routinely
Supportive School Climate
Social- Emotional Skills/
Personal Agency
Prevention: Implementing Schoolwide & Classroom Systems
 Focus on positive relationship development as a key component of
strong school climate (Student, Teacher, Parents)
Developing Self-Discipline
 Focus on Social Emotional Learning through curriculum and
school-wide activities
 Encourages student development of decision making skills through
classroom and school-wide experiences
Correcting problem behavior
 Emphasizes developing decision-making/problem-solving skills
Developing Self-Discipline
 Focus on Social Emotional Learning through curriculum and
school-wide activities
Behavior Emotion Regulation
Correcting Problem Behavior
 Supports use of strong classroom management techniques
 Emphasizes developing decision-making/problem-solving skills
Compassionate Schools
Components
DE-PBS Components
Prevention: Implementing Schoolwide & Classroom Systems
 Establishes, teaches, and acknowledges positive behavioral
expectations (e.g., Be respectful, responsible, cooperative, safe,
etc.)
Positive Discipline
Developing Self-Discipline
 Policy commitment to goal of developing self-discipline
Correcting Problem Behavior
 Systematic response to behavior includes problem-solving in
response to major and minor behavior incidents
Program Development and Evaluation
 Families part of leadership team or input is sought routinely
Family Partnership
Community Partnership
Student/Learner Partnership
Correcting Problem Behavior
 Families part of problem-solving with student and teacher/school
Not addressed specifically. Some schools partner with local businesses to
support student recognition
Developing Self-Discipline
 Encourages student development of decision making and
leadership skills through classroom and school-wide experiences
 Supports cross-age/peer mentoring to develop positive peer
relations and strong leadership skills
For more information, please visit:
http://www.k12.wa.us/compassionateschools/
www.delawarepbs.org