“We were introduced to PAWsitive choices in 2018 when my daughter started kindergarten. I was very impressed by the curriculum, and even more impressed as I started seeing her use it at home. She quickly learned tools to better express her feelings and solve problems on her own. As a five year old, she came home and explained how the neurons in her brain make connections! 

My youngest is four and has a sensory processing disorder which makes it especially challenging for him to express and cope with his emotions. This program has helped immensely. My daughter is now a second grader and enjoys teaching it to her little brother. The stories as well as the characters are simple and effective. Lindsey’s positive and independent approach has empowered and helped both my children build confidence in themselves, as well as strengthen my OWN confidence as their parent. I recommend all parents and educators to use this curriculum to help build happy, confident and healthy children. 

- Melody, Parent

“Lindsey is a problem solver. Early on, she realized that there wasn’t a trauma-informed, brain-based program or method for classroom management that teachers could pick up and use. Lindsey consulted experts, did her research, and started creating that system for her students. Over the course of the past 4 years, it has been incredible to see the evolution of her classroom and see first-hand that all students can learn to grow their brains, solve problems with each other peacefully, learn from mistakes, and regulate emotions. ”

- Tammy Doty, Principal of Silver Rail Elementary School in Bend, OR

“PAWsitive Choices integrates proven techniques and weaves them together offering a structure that enhances the core SEL competencies. The best part about PAWsitive Choices is that the framework and resources meet students where they are and move them forward. When working through the problem-solving process, I personally appreciate how the process allows for a seamless and consistent connection between classroom and office support. The repair and restoration components are integral and provide the opportunity for students to learn from mistakes. The process guides the adult supporting the learner to lead with empathy and mutually engage in perspective taking allowing all stakeholders to grow their understanding of the events that took place as well as the actions that led up to the event. The process also provides the opportunity to reflect and identify a different course of action leading to more positive outcomes for all. The consistent and predictable routine provides a safe structure that fosters learning”.

-Stephanie Jensen, Vice Principal of Silver Rail Elementary School in Bend, OR

“I was lucky enough to meet Lindsey in my work as a mentor teacher during her first two years in the classroom. When we met and first started to talk about her desires and wishes for her students, there was not a consistent SEL curriculum that met all the needs of teachers. Lindsey took it upon herself to create a classroom system to not only address those gaps, but to be an instructional toolkit for teachers, students, and families to use to support students’ social emotional learning, their ability to set goals, and their ability to problem solve, all in a positive, supportive environment. I have watched Lindsey help all of her students begin to understand what is happening to their brains as they learn and grow. I have seen her students take ownership of that learning and start to set goals and problem solve more independently each day. I have seen students who were pushing and hitting at the start of the year asking to take breaks when they get upset instead of reacting physically. I have seen notes from parents asking to use these same classroom tools at home so they can have more success with their own children.”

- Adam, Mentor Teacher in Bend-La Pine Schools and Teacher in Brasilia, Brazil

“In the past, I’ve used other classroom management programs… but kids start to do things just to please the teacher, and that’s not how you want people to make choices. Now, you say, “This is a problem because it’s not kind” and then they’re actually finding solutions to their problems. If PAWsitive Choices were more widespread, we’d have a common language. And it’s realistic of the people we want to create, people who can solve problems.”

-Kaelynn Adams, Kindergarten Teacher at Silver Rail Elementary in Bend, OR

“During Lindsey’s second year as a public-school teacher, she by chance ended up with a classroom that included many high-need children entering kindergarten. That year, I watched Lindsey step into this challenge and reach out to me and others to learn about how trauma affects children. She asked questions, researched trauma-informed practices, and observed MountainStar Family Relief Nursery where I am the Executive Director. She turned her passion for addressing her challenges and helping children into PAWsitive Choices.”

- Tim Rusk, Executive Director of Mountain Star Relief Nursery in Bend, OR

“My son, Geoffrey, was a student in Lindsey Kealey's Kindergarten class two years ago, and had the privilege of experiencing her PAWsitive Choices Curriculum upfront. I was highly impressed with the program and the skill set my child was developing through daily goal setting, learning how to effectively solve problems and use a variety of calming strategies. He would come home from school and share how he had set a personal goal for his day, which he really enjoyed. It strengthened his social emotional skills and allowed him to find ownership over what he wanted to achieve during his school day. We also found the program translated into our home, as Geoffrey would use the calming strategies that are highlighted in PAWsitive Choices when confronted with problems he needed to solve with his sister, or other conflicts. This program reaches way beyond the four walls of a Kindergarten classroom. We are so grateful for the foundation it helped lay for our son!”

-Jackie Himes, Parent in Bend, OR

“I am so fortunate to have the opportunity to volunteer in Lindsey’s classroom and see PAWsitive Choices in action. The students are so receptive to the curriculum and the best part is, it works! The students are learning to problem solve, be kind to each other, and calmly discuss any issues. I sincerely hope PAWsitive Choices follows the students all through their elementary school years.”

-Karen Loughrie, Grandparent in Bend, OR

“When Natalie and I were having a disagreement about whether she should clean her room, she pulled a PAWsitive Choices worksheet from her backpack. "Mommy, I'm a problem-solver," she explained. And she is! Natalie is very energetic, not a sit-and-learn type of girl, but the PAWsitive Choices worksheets actually compliment her hands-on learning style. She is able to clearly identify her feelings and envision/draw herself responding with positive choices. If she does something unkind to another child, she never comes home embarrassed and ashamed. Instead, she's excited to show me her worksheet, and how she "problem-solved". For Natalie, the worksheets are way for her to transform complex, fluid feelings and behaviors into something tangible and concrete, that she can control.”

-Courtney McKaig, Parent in Bend, OR