How Neuroscience Is Reshaping Wisconsin Rapids Public School District’s Approach to Behavior

The Wisconsin Rapids Public School District, which includes 12 schools across grades 4K-12, has a longstanding commitment to supporting students and staff through positive behavior programs, but they felt something was still missing. 

“We’ve always been focused on reducing exclusionary practices like suspensions, expulsions, and seclusion,” explained Elizabeth VanBerkel, Assistant Director of Pupil Services. “But we knew we could do more to help staff think about and handle behavior differently.”  

That’s what led the district to implement Reframing Behavior^TM, CPI’s latest schoolwide training course that helps educators and staff understand how trauma and stress affect behavior through the lens of modern neuroscience. 

“We really liked how Reframing Behavior tied in closely with our existing programs and acted as a supplement to what we were already doing,” VanBerkel said. 

A Neuroscience-Based Approach That Resonates 

Reframing Behavior offered insight into how the brain impacts behavior—an understanding the school district has embraced through prior training and professional development.  

The training didn’t replace the district’s previous work; it enhanced and deepened it by building on professional development in trauma-informed care, restorative practices, and social-emotional learning.  

“This isn’t a standalone effort,” said Julie Kolarik, Assistant Director of Pupil Services. “It complements the work we’ve already done, strengthens our ability to support students holistically, and serves as another step forward in creating a safe, responsive, and inclusive learning environment.” 

“Reframing Behavior is really about building a solid foundation that wasn’t always present, especially for our support staff,” said Kolarik. “The brain science portion really helps everyone understand why students behave the way they do and gives us shared ways to respond.” 

One of the most impactful shifts? Educators are now pausing to check in with themselves before addressing student behavior. 

“It’s not just about helping students regulate—it starts with supporting staff in understanding and managing their own regulation,” Kolarik added. “For many, that shift in perspective was incredibly eye-opening and validating.” 

District-Wide Buy-In, School-Level Flexibility 

From the start, Reframing Behavior was rolled out with districtwide expectations, while allowing individual schools the flexibility to implement it in ways that best met their unique needs. Each school selected its own facilitators, which included a diverse range of staff such as administrators, school counselors, and other educators.   

While classroom teachers were a key audience, the district encouraged educational assistants and office staff to participate. “We felt that everyone who interacts with students can benefit from this training,” said Kolarik. 

That inclusivity paid off. Staff began to use the training language with one another. “They’re not just applying it in the moment—they’re reminding each other of the strategies, which reinforces the culture we’re trying to build,” she said. 

Reframing Behavior, Real Results 

Even though Reframing Behavior is still in its early stages, schools are already reporting noticeable changes. In a recent district-wide survey, educators and staff described increased empathy, better emotional regulation, and more supportive responses to student stress. 

“Staff are acknowledging stress responses and assuming dysregulation first,” said Kolarik. “They’re reacting with more empathy and using strategies to prevent further triggers. That was the whole goal.” 

Another highlight? Fewer behavioral escalations.  

“The staff using these tools are seeing a decrease in behavior incidents—and that’s not just good for students, it’s good for the entire classroom environment,” Kolarik added. 

VanBerkel agreed: “We’re seeing a shift in perspective. Instead of thinking, ‘this student is being difficult,’ it’s becoming, ‘this student is having a hard time.’ That small shift makes a big impact.” 

Looking Ahead: Sustaining the Momentum 

Wisconsin Rapids leaders are focused on expanding and sustaining the training as they prepare for the upcoming school year. New facilitators will join CPI’s Reframing Behavior virtual sessions, while returning facilitators may receive refresher consults tailored to their needs. 

The more people understand this approach, the more consistent and supportive we can be for our students,” said Director of Pupil Services, Steve Hepp.  

“It’s not just about managing behavior, it’s about building trust, promoting emotional safety, and creating environments where both students and staff can thrive,” said Hepp. As we deepen our commitment to this training, we’re equipping our educators with tools that foster connection and resilience across our schools.”