Supportable Solutions

08/31/2026

Wishing all of our Wisconsin school partners a great start to the new school year! 🍎

Here’s to a strong beginning, good people around you, and a year that leaves room for learning, connection, and growth.

08/29/2026

New school year. New lens. New assessment.

If we want different outcomes for students, we have to move beyond traditional FBAs and BIPs that focus on compliance and behavior reduction.

The Why Toolkit® helps teams dig deeper to understand what’s happening for a student before deciding what to do about it.

Start the year by asking WHY.

Learn more about The Why Toolkit®: https://supportablesolutions.com/thewhytoolkit/

07/28/2026

Our hearts are with the students, families, educators, first responders, and entire communities of Menasha and Appleton following yesterday’s devastating tornado. We’ve had the privilege of working alongside so many incredible educators in both districts, and we’re thinking of all of you as you begin the difficult work of recovery.

Please know that our Supportable Solutions family is holding your communities in our hearts. ❤️

05/22/2026

Just finished wrapping up another assessment using The Why Toolkit®.

The deeper we look, the more we realize behavior is rarely as simple as it appears on the surface. What we see outwardly is often connected to stress responses, overwhelm, communication differences, sensory differences, environmental factors, past experiences, and so much more.

The goal is never just to reduce behaviors.

The goal is understanding.

Because understanding changes how we respond.

05/21/2026

When we interview students during school audits, one theme comes up again and again: peer relationships matter deeply to how students experience school.

And when students talk about time with peers, they overwhelmingly talk about recess and play.

The American Academy of Pediatrics is urging schools to protect recess time and stop using it as punishment and student voice helps explain why this matters.

For many children, recess is where friendships grow, connection happens, movement is possible, and school feels enjoyable.

When students are struggling behaviorally, removing opportunities for play and peer connection may unintentionally remove some of the very experiences helping them stay connected to school in the first place.

Protecting recess is about more than a break in the day. It’s about relationships, belonging, connection, and supporting students’ overall school experience. 💛

https://www.facebook.com/share/1Chq6fwDtg/?mibextid=wwXIfr

New guidance from the American Academy of Pediatrics is urging schools to protect recess time and stop using it as punishment. FULL STORY ⬇️

05/14/2026

Sometimes what looks like “people-pleasing” on the outside is actually a nervous system trying to stay safe.

Fawn/appease responses are often misunderstood because they can look socially successful, compliant, agreeable, or highly accommodating. But underneath, the brain and body may be working hard to reduce a sense of threat.

This is one reason outward behavior alone never tells the whole story.

We’ve been working on new visuals and updated content around protective pathways, fawn/appease responses, and the complexity of nervous system states, especially through a neurodiversity-affirming lens. Stay tuned!

05/09/2026

The Why Toolkit moves beyond traditional behaviorism and simplistic behavior “functions.”

Instead of asking:
“What is the behavior trying to get or avoid?”

It helps teams explore the many factors that may be contributing to behavior, including nervous system responses, stressors, neuroinclusive needs, environmental demands, and skills that may still be developing.

Because behavior is complex.
And understanding the why changes how we support.

The Why Toolkit™️ is a tool built for teachers, parents, and administrators that can both assess and support individuals struggling with behaviors.

05/07/2026

Outward behavior doesn’t always reflect internal state.

What we see externally is only part of the picture, especially for neurodivergent individuals.

This is why relationship, context, curiosity, and understanding someone’s baseline matter so much.

We don’t decide from behavior alone. We understand through relationships.

05/06/2026

Last session, we reflected on stressors and glimmers.
Today, we took the next step and started identifying triggers.

Noticing what pushes us out of our Window of Tolerance is a huge part of building self-awareness.

Creating supports around student interests help these conversations feel more engaging and accessible.

05/04/2026

Welcome to everyone new here!

When you sign up for our mailing list, you’ll get a free Wave of Distress packet to help support understanding behavior through a nervous-system-informed lens.

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