Collaborative Problem Solving at Touchstone
Updated: Aug 27
Faculty at Touchstone are trained in an approach to behavior called Collaborative Problem Solving (CPS). As much as this approach underpins our school culture, it is also readily accessible for families to adopt at home.
The CPS approach was developed by Dr. Ross Greene to support children and adolescents who struggle significantly with regulation and meeting the expectations adults have at school and at home. Massachusetts General Hospital has been refining and studying this approach for years and have found that it supports social thinking skill development for all young people, not just the ones who are struggling the most. CPS shifts away from punitive discipline and toward empathetically teaching social emotional skills while developing understanding of the underlying problems that student behaviors communicate.
The guiding principle of CPS is simple but transformative: kids do well if they can. When a student is struggling, it isn’t because they are refusing to follow an expectation, it’s because they can’t yet meet the expectation with the skills they have. With this in mind, it becomes the adult's job to support that student to be able to meet the expectation rather than to manage their behavior.
Parents sometimes ask what CPS looks like in practice across the school. In our youngest classrooms, CPS often begins with curiosity. When a child repeatedly leaves the circle during morning meetings, instead of forcing them to stay at the meeting, teachers gently notice and ask, “What’s hard about staying at the meeting?” That student might say, “It’s too loud and I can’t hear the book or I’m too hungry to concentrate” Through this empathy-based conversation, the teacher learns what the student needs, shares why it is important to come to and stay at morning meeting, and invites the student to co-create a solution, perhaps a quieter spot with closer seating or eating a piece of their snack before meeting each day could help. This predictable process of planning with the child, not for the child, helps develop the scaffolding for their next step into elementary school.
In the elementary years, we build upon the problem solving mindset they develop in early childhood to create a strong partnership between students and teachers. Imagine a fourth grader who often blurts out during math. Rather than reprimand, the teacher engages in a conversation, first asking for and listening to the student’s perspective, then sharing the teacher’s concern that the class needs to focus, and finally inviting the student to help think of strategies that respect both concerns. The student may suggest using a coded hand signal to share ideas without interrupting or to have a sticky note pad to write down the thought they want to share so that they won’t forget when their turn comes. Together, they test the solution out and adjust as needed. This becomes a real-world problem solving exercise that builds skills like self-regulation and collaboration, not just compliance.
With older students, CPS can support autonomy and voice in deeper ways. As a middle school teacher I once noticed rising tension around group projects. Instead of imposing a new rule, I facilitated a CPS circle where students named what makes group work frustrating. Some of the things that came up were unclear roles, fear of judgment, competing deadlines with their science work, etc. We then collaborated to design a rubric that all could agree on. This not only resolved the immediate concern but also strengthened relatedness and intrinsic motivation to participate. These are two core elements that build enduring engagement in project work.
At Touchstone we are working to create a culture of growth, not of compliance. When we work with students who are having trouble meeting adult expectations, our goals aren't about perfect behavior, instead our goals are about skill development, relationship-building, and shared problem solving. When a student feels heard, when their ideas matter, and when adults support them in building frustration tolerance, task persistence, perspective taking and flexibility, real learning happens. CPS helps us shift from reacting to understanding and from managing behavior to teaching skills.
If you’re curious about applying these principles at home or want to dive deeper into the practice, check out the linked resources below and please reach out to me with questions or reflections. We’re excited to partner with families in using Collaborative Problem Solving together!
Resources for you to explore:
“Kids Do Well If They Can” — A recent episode from The KindlED Podcast featuring Dr. Stuart Ablon, unpacking CPS mindset, Plan B steps, and classroom role plays.
Collaborative & Proactive Solutions with Dr. Ross Greene
Written by Anne Lewenberg
