The creation of social contracts can be a whole class support tool. They are a way to ensure that all students contribute to and understand the norms and expectations in a classroom.

Affective statements, referred to as “I” statements, tell the listener how the person feels and why it makes them feel that way. They are an effective way to teach students how to express their emotions appropriately.

When used with fidelity, they can effectively reinforce positive actions and explain feelings without assigning blame or shame.

Affective statements can be used at any time. Using affective statements improve the school community, which in part further improves communication, social skills, and academics. When the school community uses affective statements, they gain a greater understanding of others' emotions and feelings. It is important that adults model this every day in all interactions with students.

I feel ………… (the emotion), when ……...… (the occurrence). It makes it (reason/because) …………

Peer mediation is a process where trained students act as neutral mediators in the resolution of student conflict. These students work with their peers to uncover the root causes of their disputes and collaboratively develop fair ways of resolving a conflict. The process helps students build their empathy while they also fine-tune their problem-solving skills.

A Cool Down Space is intended to serve all students in the classroom. It takes different forms depending on the classroom, school, and teacher but is usually a comfortable, somewhat private seating area in a corner of the classroom or a designated location within the building. Some schools use trauma-informed designs and make the cool down space a quiet, low-light, undecorated location. Others support their students by providing posters with supportive messages, images, or techniques. Cool Down Spaces are also volitional, as students choose to engage in the space.

Restorative circles are utilized as a means to build and strengthen relationships. They can also facilitate the healing of harm and increase accountability. Restorative circles also foster connectivity in ways that allow all community members to thrive and feel valued.

Restorative justice in discipline focuses on mediation and agreement rather than punishment. Offenders must accept responsibility for harm and make restitution with victims with specificity. Restorative justice options focus on accountability measure that are positive regarding both school and community.

The focus of a problem solving-circle is to repair the relationships that have been harmed and not the rule that has been broken. By using problem solving circles as a proactive measure, schools can work to resolve conflict between individuals and groups before the negative ramifications of conflict escalation.

A restorative conference is a structured meeting between offenders, victims and both parties' family and friends. Restorative conferences deal with the consequences of the crime or wrongdoing and decide how best to repair the harm as a whole and inclusive group.

Community conferencing programs involve a variety of groups in demonstrating to the offender that many people care for him/her, and to instill in the offender a sense of accountability to his/her family, social circle and society. In this "relational matrix" all the parties must agree to the plan for reparation, which increases commitment to it as a just resolution since all interested parties are involved.

When youth are returning from exclusion from the school community due to suspension or otherwise, a Reintegration Circle provides an opportunity for the student, their personal support network, and the school to create a positive connection to welcome the student back to the school community.