What is Collaborative Problem Solving (CPS) in a classroom context?

CPS, developed by Dr. Ross Greene, is an approach where teachers and students work together to identify the root cause of a behavioral challenge and develop a solution that works for both. It treats challenging behavior as a skill deficit rather than a choice, and solves problems with the student rather than to them.

How do I explain CPS to families without using jargon?

Tell families: when a student is struggling with a repeated behavioral challenge, instead of punishing them repeatedly for the same thing, I sit down with them to figure out what is getting in the way and what we can do together to fix it. That is it.

What should families do when their child brings home a problem they need to solve?

Use the same curiosity the classroom uses: 'What seems to be getting in the way?' Listen to the answer fully before suggesting solutions. Resist solving the problem for them. The skill of identifying the obstacle is more valuable than any specific solution.

Is Collaborative Problem Solving appropriate for all ages?

Yes, with adaptations. Younger students need more scaffolding and simpler language. Older students can engage in more nuanced problem-solving conversations. The core principle, understanding the obstacle before seeking a solution, applies at every age.

How does Daystage help teachers explain behavioral approaches to families?

Daystage makes it easy to build newsletter templates with a dedicated section for classroom approach explanations. Teachers can introduce CPS once at the start of the year, then reference it throughout when relevant, keeping families informed without starting from scratch each time.

Communicating Collaborative Problem Solving to

Why CPS Communication Matters to Families

When a student is struggling behaviorally, parents often expect a punitive response. Detention, lost privileges, a call home with a warning. When the classroom uses Collaborative Problem Solving instead, families may hear about it secondhand from their child and not understand what happened or why. A newsletter explanation, sent before problems arise, prepares families for an approach that looks different from what they may expect.

The Core Idea in Plain Language

When a student keeps running into the same behavior challenge, there is usually an underlying skill deficit or unmet expectation that is driving it. Punishing the behavior over and over does not address the root cause. CPS addresses it by asking the student three things: What seems to be getting in the way? What is your concern about this situation? Can we figure out a solution that works for both of us?

That process, done genuinely, produces more lasting change than consequences alone.

Explain What This Looks Like in Practice

Families want to know what CPS actually looks like in the classroom. Give a brief example in your newsletter. "Last week a student was repeatedly refusing to work during partner activities. Instead of continuing to penalize that refusal, I asked them directly: what seems to be getting in the way? The answer: they felt embarrassed when they didn't know the answers. We came up with a plan that addressed that concern. The refusals stopped." Specific stories make abstract approaches credible.

Tell Families What Role They Play

When a challenge involves home as well as school, families become part of the problem-solving conversation. Your newsletter can signal that in advance. "If a recurring challenge comes up that I believe has roots at home as well as school, I will reach out to involve you in the conversation, not to assign blame, but to find a solution together." That framing removes the defensiveness families often bring to behavioral conversations.

Connect CPS to Academic Obstacles Too

Collaborative problem solving is not only for behavior. When a student is stuck on an academic challenge, the same process applies: what seems to be getting in the way? Families who see the approach applied to homework struggles, reading anxiety, or test performance begin to use it naturally at home. Including this broader application in your newsletter expands the usefulness of the framework for families.

Give Families the Three CPS Questions

In your newsletter, share the three questions the CPS process uses. "What seems to be getting in the way? What is your concern? Can we find a solution that works for both of us?" These questions work just as well at the dinner table as in the classroom. A parent who tries them with a child who is resisting homework or refusing to get ready for school is using the same process their teacher uses. That continuity matters.

Normalize That Problems Take Multiple Conversations

CPS is not a one-time fix. Some challenges require several conversations before a workable solution emerges. Families need to know this, especially if they are used to faster resolutions. In your newsletter, mention this honestly: "Some recurring challenges take a few CPS conversations to solve. That is expected. The goal is a genuine, lasting solution, not a quick patch." That expectation keeps families patient and trusting through the process.

Communicating Collaborative Problem Solving to Families via Teacher Newsletter