Haley Sabin, a certified Collaborative Problem Solving (CPS) trainer and Special Education Teacher at Nexus Family Healing’s New Dominion School in Austin, MN, noticed that Evan*, a student in one of the elementary classrooms, had been leaving the classroom, and at times the school building, when feeling overwhelmed. Rather than viewing this behavior in isolation, Haley took time to understand what Evan was experiencing beneath the surface. Through a Collaborative Problem Solving (CPS) approach, important insights emerged.
Evan shared that math felt especially challenging and that the noise and dysregulation in the classroom made it difficult to stay regulated. When things became too intense, walking out felt like the only way to cope.
Together, Haley and Evan explored what might help Evan be more successful and help him stay in class. Evan identified that listening to music was calming and that simple, hands-on tasks, especially sorting, helped him regulate. With this input, staff quickly put individualized supports in place:
- An assigned MP3 player placed on Evan’s desk each morning as a grounding tool.
- A shoebox-sized bin of sorting items available whenever a quiet, regulating activity was needed.
- Scheduled dorm breaks were built into the day to allow time to reset and regulate.
These thoughtful supports helped Evan redirect his energy inward rather than becoming overwhelmed by the activity around him. Two weeks later, Haley checked in again to review what was working and fine-tuned the plan based on Evan’s feedback.
The outcome was a huge success. Evan went from frequently exiting the classroom to remaining in class for longer periods, with noticeably fewer behavioral incidents. Most importantly, he felt heard, supported, and equipped with tools that truly worked for him.
This story reflects the heart of Nexus Family Healing’s Empowering Restorative Engagement approach, with Collaborative Problem Solving (CPS) as a key foundation. By meeting youth where they are and honoring their voices, we create environments where they feel safe, regulated, and ready to learn. It demonstrates what’s possible when we slow down, truly listen, and problem-solve together.
*Name and details changed to protect privacy.