Prevention and Behavior Supports

Student Support Services, Health, Wellness and Prevention

Prevention in schools falls into two basic areas:

1) Creating a school climate with integrated systems to increase students' academic, social, emotional and behavioral wellness

2) Creating a system of support for students that need more than what is provided to ALL students

Protective Factors

Protective Factors are individual or environmental characteristics or conditions that promote the health and emotional well-being of children and adolescents.1 Enhancing protective factors can help students engage in positive health behaviors and avoid many risk behaviors.2,3 They also can buffer students from the potentially harmful effects of negative situations and events such as the COVID-19 pandemic.2-4

School Protective Factors

Some of these protective factors include:

  • Student and Teacher Relationship

  • School connectedness

  • Feeling that student belongs to the school/community

  • Presence of mentors and support for the development of skills and interests

  • Opportunities for prosocial engagement within school and community

  • Positive norms

  • Clear expectations for behavior and explicit teaching of social, emotional, and behavior expectations

  • Physical and psychological safety

  • Rewards for prosocial involvement

  • Positive recognition for accomplishments

  • Explicit teaching of prosocial behaviors

Individual Protective Factors

Students can be emotionally engaged when they like school, are interested in it, and identify with school culture.

Examples of individual characteristics and conditions:

  • Positive self-worth.

  • High self-efficacy.

  • Social and emotional competence.

  • Positive relationships.

  • Good decision-making.

  • Self-control.

  • Planning and goal setting.

  • Positive physical development

  • Academic achievement/intellectual development

  • High self-esteem

  • Emotional self-regulation

  • Good coping skills and problem-solving skills

  • Engagement and connections in two or more of the following contexts: school, with peers, in athletics, employment, religion, culture

Family Protective Factors

  • Family provides structure, limits, rules, monitoring, and predictability

  • Supportive relationships with family members

  • Positive involvement in Family

  • Clear expectations for behavior and values

Website by SchoolMessenger Presence. © 2024 SchoolMessenger Corporation. All rights reserved.

In compliance with Titles VI & VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act, the Genetic Information Nondiscrimination Act of 2008, and Colorado law, the Douglas County School District RE-1 does not unlawfully discriminate against otherwise qualified students, employees, applicants for employment, or members of the public on the basis of disability, race, creed, color, sex, sexual orientation, marital status, national origin, religion, ancestry, or need for special education services. Discrimination against employees and applicants for employment based on age, genetic information, and conditions related to pregnancy or childbirth is also prohibited in accordance with state and/or federal law. Complaint procedures have been established for students, parents, employees, and members of the public. The School District's Compliance Officer and Title IX Coordinator to address complaints alleging sexual harassment under Title IX is Aaron Henderson, 620 Wilcox Street, Castle Rock, Colorado, [email protected], 303-387-0127.

Outside Agencies

Complaints regarding violations of Title VI, (race, national origin), Title IX (sex, gender), Section 504/ADA (handicap or disability), may be filed directly with the Office for Civil Rights, U.S. Department of Education, 1244 North Speer Blvd., Suite 310, Denver, CO 80204. Complaints regarding violations of Title VII (employment) and the ADEA (prohibiting age discrimination in employment) may be filed directly with the Federal Office of Equal Employment Opportunity Commission, 303 E. 17th Ave., Suite 510, Denver, CO 80202, or the Colorado Civil Rights Commission, 1560 Broadway, Suite 1050, Denver, CO 80202.


Special Education records which have been collected by Douglas County School District related to the identification, evaluation, educational placement, or the provision of special education in the district, must be maintained under state and federal laws for the period of five (5) years after special education services have ended for the student. Special education services end when the student is no longer eligible for services, graduates, or completes his/her educational program at age 21, or moves from the district. This notification is to inform parents/guardians and former students of Douglas County School District's intent to destroy the special education records of students who exited special education services as of June 30, 2016. These records will be destroyed in accordance with state law unless the parent/guardian or eligible (adult) student notifies the school district otherwise. After five years, the records are no longer useful to the district, but may be useful to the parent/guardian or former student in applying for social security benefits, rehabilitation services, college entrance, etc. The parent/guardian or eligible (adult) student may request a copy of the records by requesting the records at this link ( Douglas County School District Transcripts and Records Requests ).