Creative Behavior Systems Restorative. Mindful. Trauma Aware.

Educator and staff stress, lived experience, triggers and nervous system activation affect how behavior is interpreted and how we respond. Creative Behavior Systems has centered this understanding in educator and staff development since 2011.

Staff report reduced burnout, more confidence in responding to challenging communication and a stronger sense of connection with others.

Implementing trauma-informed, restorative and mindful practices, especially through the lens of behavior, communication and attachment, can lead to powerful outcomes for individuals, classrooms, school sites and organizations.

Reflections From Previous Clients

"This training was both engaging and practical, offering strategies I can immediately bring into my classroom to better support and motivate my students.
What stood out the most to me was how we were given items to use throughout the presentation. As we listened and participated, it clicked for me that this was an intentional strategy to model ways we can motivate and accommodate students in the classroom. Experiencing it first hand made the concept even more meaningful and memorable.
One practice I plan to implement from the training that really stood out to me was how both behavior and feelings are impacted—not just for the student, but for the teacher as well. This approach reminded me of the importance of intentional communication in fostering positive relationships and productive learning environments.
Thank you for putting together such an engaging and insightful training that provided practical strategies I can apply in my classroom right away.”
Cesar Zarate, Teacher
Riles Middle School, California

"Very well done. Susan did not shove trauma, behavior, systems change and data down our throats, she incorporated mindful tactics into her presentations so we were never feeling overwhelmed. This was not only informative, it was an opportunity to reset myself. These concepts are needed in new teacher and preservice education programs so we can all come better prepared with tools to work better for our students and ourselves!"

Michelle, Intervention Specialist, Beachwood Middle School, Ohio

"I know it has only been one day, but the changes Susan taught made a world of difference."

Connie Banks, 2nd Grade Teacher, Oak Hill Elementary, California

"Working alongside Susan Jones through her consultancy, Creative Behavior Systems, has been one of the most impactful professional experiences of my 21 year career in education. Over the past year, Susan and I have worked side by side implementing trauma-informed practices across our school district, and the depth of wisdom she brings from decades of experience in education is truly invaluable. Susan has a rare ability to translate complex trauma-informed concepts into practical, meaningful changes that educators can immediately implement with students. One particularly powerful example of Susan’s work occurred in my role as an ERMS counselor. Early in our work together, Susan came into my counseling space and helped me reconfigure and re-imagine the room through a trauma-informed lens. Many of the students I work with carry significant histories of trauma. The changes we made-thoughtfully adjusting the environment to promote safety, regulation, and comfort, had an immediate and profound impact. One student who had been barely verbal throughout the semester spoke more during a single counseling session in the newly arranged space than he had all year with me. Another student who is highly sensitive was able to safely access and express emotions that had previously remained guarded locked in her body. I also witnessed students reconnect with their bodies and begin to feel more at ease within themselves. What was most remarkable was that these breakthroughs occurred simply through the trauma-informed design of the space, even before additional strategies were introduced throughout the school year. Seeing the environment alone support such meaningful shifts was truly extraordinary. And the work only became more impactful as the year rolled out.

Beyond the impact on my students, Susan’s work has deeply influenced my own way of relating to others. What's astounding is that the work Susan brings to educators isn't merely to support trauma-informed relations with students and colleagues, this work is meant to enhance your relations with yourself, your loved ones and those in your community that you interface with regularly. Through her guidance, I have come to understand that trauma-informed practice is not simply a set of strategies—it is a way of being. As I have integrated this lens into my professional work, I have naturally begun to apply it in my personal life as well. I have noticed meaningful shifts in my relationships with family members, loved ones, and even everyday interactions with others in my community. Approaching the world with curiosity, regulation, and compassion has strengthened my connections with those around me in ways I never anticipated.

Susan’s work is powerful because it is both practical and transformational. The tools and perspectives she shares create lasting change. Not only for the students we serve, but for the adults implementing the work as well. It is difficult to fully appreciate the impact of this approach until you witness it in action. I feel incredibly fortunate to have learned alongside Susan and to continue applying the trauma-informed principles she so thoughtfully teaches.

Holly McClain
ERMHS; Educationally Related Mental Health Services, Center Joint Unified School District, California