Ferguson‑Florissant R‑II presenters and students describe social‑emotional supports, restorative practices and classroom incentives

Ferguson‑Florissant R‑II School District staff and students outlined the district's focus on relationships and social‑emotional supports, saying the district relies on positive behavioral interventions and supports (PBIS), uses restorative practices and has added a social worker who meets students in a "therapeutic classroom."

District staff described relationship building as central to instruction and culture. "At the Ferguson Florissant School District, relationships are the foundation of everything we do, from the classroom to the culture we build together," an unnamed district staff member said. The staff member said the district's mission "to provide high quality instruction with equity and compassion" is enacted through daily connections between staff and students.

The presentation said the district expects three components in how people treat one another: student to student, student to teacher and teacher to student. Staff emphasized that PBIS is a framework the district uses for behavior, but cautioned that a school with PBIS on paper does not have an effective PBIS program unless it is implemented in classrooms. "If you have a PBIS school, but PBIS isn't actually happening in classrooms, then you don't really have a PBIS school," the same staff member said.

Teachers and students gave examples of how supports look in practice. One teacher described creating a classroom environment where "my kids feel loved and safe in." Another teacher recounted working with a student who struggled with behavior and academics: staff set goals, used daily check‑ins and check‑outs, coordinated with other teachers, and the student "has made a complete turnaround." A staff speaker noted the district provides a social‑emotional curriculum and that advisory time includes lessons that teach coping skills for stress and schoolwork.

Students spoke about recognition and incentives used to reinforce positive behavior. "We've got popcorn for uniforms, we had freezies for grades, and we had candy for no referrals," an unnamed student said, describing ways the school recognizes meeting expectations. Students also described setting goals and encouraged peers to "create goals, stay focused, and meet those goals."

Presenters said the district uses restorative practices to address root causes and repair relationships rather than simply punishing behaviors. The presentation also described a therapeutic classroom space where the district's social worker, added this school year, meets with students one‑on‑one and in small groups to help them regulate emotions and track progress.

Speakers clarified that some schools in the district are nontraditional or serve students with more visible behavioral challenges. "These students are not perfect. And when students come here, people tend to think that that's who they are. That's not who they are," a staff member said, urging attention to behaviors as changeable rather than defining.

The transcript did not record any formal motions, votes or policy adoptions on this topic.