DeKalb C.A.R.E.S

DeKalb CARES is a districtwide initiative to strengthen school climate by equipping staff and students with practical skills to prevent, de‑escalate, and repair conflict. The campaign highlights Verbal De‑Escalation (a skillset to reduce crisis and avoid power struggles) and Restorative Practices (an approach that centers relationships, accountability, and repair). Together, these practices help us create classrooms that are safe, calm, and connected across all instructional areas.

At a Glance

Every interaction is an opportunity to restore, not react.
We promote choice and trust, avoid power struggles, act pro‑actively, and set up everyone for success.
We use circles, affective statements, and restorative questions to build community and resolve harm.

What is Verbal De-Escalation?

Verbal De‑Escalation equips educators with language, strategies, and stance to safely navigate agitation and conflict, prevent crises, and maintain dignity for all. It is structured around four guiding principles:

Promote Choice & Trust
Offer clear, respectful options; explain the “why”; assume positive intent.
Teacher moves: Provide two acceptable choices; use calm tone; state expectations and supports.
Avoid Power Struggles
De‑center ego, refuse bait, and keep students’ regulation the priority.
Teacher moves: Acknowledge feelings; set a boundary; offer a brief delay or space; redirect to task.
Seek Pro‑Action vs. Re‑Action
Anticipate triggers, teach routines, and normalize calm‑down strategies.
Teacher moves: Pre‑correct before transitions; use visuals; practice scripts during calm times.
Set Up Everyone for Success
Design the environment, tasks, and relationships for regulation and inclusion.
Teacher moves: Adjust seating; chunk work; build predictable procedures; celebrate small wins.

What are Restorative Practices?

Restorative Practices are a relationship‑centered approach to community building and conflict resolution. Instead of focusing on punishment, they focus on repairing harm, restoring trust, and reintegrating students into the learning community with strengthened accountability.

Core Elements

Community‑Building Circles: Regular, structured conversations that develop trust, empathy, and shared norms.
Affective Statements: “I” statements that name impact and expectations clearly and respectfully.
Restorative Questions: Prompts that help people reflect, own impact, and plan repair (e.g., What happened? What were you thinking/feeling? Who was affected? What do you need to do to make things right?).
Restorative Conferences/Agreements: Facilitated processes to repair harm; outcomes documented with clear responsibilities and timelines.
Re‑Entry Protocols: Welcoming routines and supports when students return from an incident or absence.

When We Use Them

Proactive (Tier 1): Daily circles, norms, and relationship routines that reduce misbehavior and referrals.
Responsive (Tier 2/3): After harm or conflict to address impact, restore relationships, and create accountability plans.

Benefits We Expect

Stronger relationships and belonging
Increased instructional time (less time lost to conflict)
Reduced office referrals and suspensions
Greater student voice, empathy, and problem‑solving skills

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FAQs

Is this replacing discipline?
No. Restorative approaches add relationship repair and accountability to our toolkit. Safety and clear boundaries remain essential.

What if a student refuses to engage?
We continue to regulate, offer choices, and document support. Restorative work is invitational; we keep the door open and follow safety protocols.

How does this help instruction?
Calm, connected classrooms recover faster from conflict, protect instructional minutes, and build skills like empathy and collaboration that improve academic outcomes.

Will families be involved?
Yes. When appropriate, families are invited into restorative conversations and will receive resources to support repair at home.

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