Compassionate Communities

Compassionate Communities is your way to show that your classroom or school are subscribing to certain values in your interactions with kids. When you enter your name and address below, you'll signify your commitment to the values of Compassionate Communities and intention to adhere to those values. And you'll be linked to a page where you can download posters and decals for your classroom.

Statement of Our Values

I believe that:

  • Students are to be treated with respect, compassion, and empathy…everyone in the class is an important and valued member of a community of learners;
  • Everyone in a classroom community struggles at different times and it is our job to best support each other by working together to find solutions;
  • Challenging behavior does not come from a place of malice or harmful intent and is instead a way to express frustrations over a lagging skill or an unmet expectation;
  • Interventions aimed at helping students should be non-punitive, non-adversarial, collaborative, proactive, and aimed at enhancing skills, communication, and relationships;
  • Working with kids to find collaborative solutions is more meaningful and productive than strategies involving power and control and is better preparation for adult life;
  • Kids and adults will disagree, and kids will have difficulty meeting expectations, but conflict does not have to be the end result;
  • School is a place where kids learn a range of skills, and it is important to teach and model empathy, conflict resolution, and respect for one another as well as academic skills.

Actions Consistent with the Statement of Values

  • Fostering interventions aimed at solving problems rather than modifying behavior; solving those problems collaboratively, rather than unilaterally; solving those problems proactively rather than reactively; and agreeing on solutions that are realistic and mutually satisfactory.
  • Forgoing interventions that involve power, including discipline referrals, privilege gain/loss, detention, suspension, expulsion, and use of restraint and seclusion procedures.
  • Forgoing interactions that involve disparaging, embarrassing, or humiliating kids with respect to unmet expectations, being dismissive of kids’ concerns, and favoring kids who have less difficulty meeting expectations.