Insights

By Hallie Carpenter, EdS, NCSP, and Dr. J. Stuart Ablon

As schools increasingly recognize the importance of emotional regulation and social-emotional learning (SEL), educators are turning to innovative approaches to help students thrive. One such approach is Collaborative Problem-Solving^® (CPS), a neurobiologically grounded and trauma-informed method that helps students develop critical skills in emotional regulation, problem-solving, and executive functioning. By focusing on building skills rather than punishing behavior, CPS promotes a more equitable school environment and better prepares students to navigate both academic and social challenges.

What is Collaborative Problem-Solving (CPS)?

Collaborative Problem Solving is an approach that emphasizes understanding the root causes of student behavior rather than simply addressing the behavior itself. It is based on the understanding that "students do well if they can," meaning that students who struggle with meeting common expectations at school often lack the skills to succeed rather than the desire to do so (Ablon, 2019). CPS provides a structured process to help educators identify skills to develop and work collaboratively with students to develop the necessary skills for success.

The Collaborative Problem Solving Process: Assessing and Planning

The CPS framework includes a structured assessment process designed to help adults understand student challenges and needs, and design plans to address those needs. Using the Collaborative Problem Solving Assessment and Planning Tool (CPS-APT), school teams identify the specific situations in which challenging or undesired behaviors occur and the Thinking Skills that make those situations challenging. This process encourages educators to view behavioral struggles not as intentional misbehavior but as a sign of skill gaps, fostering a more compassionate and understanding response to students.

Once these challenges are identified, educators can strategically choose one of three intervention plans that work to accomplish different goals:

1. Plan A: Imposing adult will to attempt to ensure expectations are met, often at the expense of the student’s emotional state.
2. Plan C: Reducing or dropping an expectation temporarily to maintain the student’s emotional stability and reduce behaviors.
3. Plan B: Collaborating with the student to solve the problem in a mutually satisfactory way.

Plan B is the most effective at building skills and strengthening relationships, as it focuses on problem-solving together with the student while addressing their emotional needs. This collaborative approach encourages students to engage in the problem-solving process and helps them practice essential skills like impulse control, emotional regulation, and cognitive flexibility.

Engaging Students in Collaborative Problem Solving

The Plan B process utilizes three key ingredients:

1. Empathize: The educator begins by engaging with the student to better understand the student’s perspective and concerns related to the problem at hand.
2. Share: The educator shares their own perspective and concern in a concise, non-confrontational manner.
3. Collaborate: The educator and student brainstorm possible solutions together, assess whether they meet both parties' concerns, and agree on a plan of action.

Through these three. steps, educators identify where students get "stuck" in problem-solving, revealing which skills need further development. Over time, this collaborative process provides natural, relational practice for students, building the executive functioning skills they need to succeed.

How Collaborative Problem Solving Builds Skills

CPS recognizes the importance of neuroplasticity—the brain’s ability to form and strengthen neural connections. When students struggle with emotional regulation or problem-solving, it is often because the relevant neural pathways have not yet been sufficiently developed. Traditional methods like direct instruction or role-playing can sometimes miss the mark because they fail to engage the brain in the way that real-life situations do.

For effective learning to occur, skills must be practiced in ways that closely mirror the challenges students face on a regular basis. This involves practicing strategies in real-life, emotionally charged situations rather than in artificial or low-stakes scenarios. The key is to use situations with “good stress” that provide just enough pressure to engage the brain but not so much that the student becomes overwhelmed.

The beauty of the Plan B problem-solving process is that it builds skills in a real-world, relational context, which helps students transfer these skills to other situations. Repeated practice ensures that the strategies learned through real-life problem-solving with a trusted adult are not only more effective but also more likely to be applied successfully in future situations. Moreover, CPS emphasizes the importance of practicing skills in small doses spread throughout the day rather than in long, intense training sessions. This approach helps the brain retain and integrate new skills more effectively by allowing for repetition while preventing burnout.

Research has shown that children who participate in CPS programs demonstrate improvements in emotional regulation, impulse control, and cognitive flexibility (Pollastri et al., 2013). By using CPS, educators are not just addressing behavioral problems; they are helping students develop the fundamental skills they need to navigate life challenges, both inside and outside the classroom.

CPS as a Social-Emotional Learning Program

When implemented across a school, CPS can operationalize social-emotional learning. The three ingredients of the CPS problem-solving process—Empathize, Share, and Collaborate—help students develop critical Social Emotional skills, including self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making. These skills are practiced naturally in the classroom and, when shared with parents and caregivers, they can extend to the home, creating a unified approach to student development.

CPS can also be combined with other SEL programs to provide students with opportunities to learn and practice skills in direct and indirect ways. For example, RULER is an evidence-based approach developed at the Yale Center for Emotional Intelligence that teaches emotional intelligence and fosters positive school climates. RULER’s focus on emotional vocabulary helps educators better understand students' emotions during problem-solving discussions, while CPS strengthens RULER by offering a structured problem-solving framework that supports emotion regulation and perspective-taking. These two complementary approaches, implemented together, are an example of a comprehensive approach to Social Emotional Learning that is grounded in positive relationships and skill development practice.

Trauma Sensitive and Equitable Schools

CPS is particularly effective in creating trauma-sensitive schools. Traditional punitive discipline often exacerbates student stress, especially for those with trauma histories. CPS provides a way to respond to challenging behaviors without escalating stress, thus avoiding re-traumatization. It helps maintain authority while reducing power differentials between students and teachers, which is crucial for students with trauma backgrounds. By practicing CPS, educators and school leaders can support students in managing their emotional responses to authority figures and create a safer, more supportive learning environment.

CPS promotes self-reflection and awareness, encouraging educators to examine their own biases and assumptions about student behavior. This approach helps disrupt the disproportionate use of punitive discipline, particularly for students of color and those with disabilities, by focusing on skill development rather than behavioral control. By embracing the belief that behavior is a matter of skill, not will, CPS fosters a more equitable and compassionate approach to discipline.

Common Concerns

Educators often express concerns about the time required to implement CPS or whether it holds students accountable for their actions. However, the average Plan B conversation only takes a few minutes and can be seamlessly integrated into the school day. Additionally, Plan B conversations can occur with groups of students during morning meetings, advisory time, or social-emotional learning blocks. This group format ensures that many students benefit from both skill instruction and practice simultaneously. This proactive approach helps reduce disruptive behavior over time. Additionally, CPS holds students accountable in a more meaningful way by engaging them in restorative problem-solving rather than simply issuing a consequence.

Practical Next Steps

Educators can begin using CPS immediately by adopting the mindset that “students do well if they can.” By actively listening to students and approaching challenges with curiosity, educators can improve relationships and create a more collaborative, proactive approach to addressing student needs. This foundational shift can lead to more effective problem-solving and better outcomes for students.