In 2007, Sound Discipline co-founders Terry Chadsey and Dr. Jody McVittie asked these questions:
- What if every child knew they belonged in their classroom, at school, and at home?
- What if every child was adept at naming and regulating emotions, asking for and offering support, and finding solutions to problems?
- What if adults — educators, parents, caregivers — shared this vision and knew how to foster it?
Back then these questions seemed radical. In spite of skepticism, teachers and principals were motivated to find solutions. They knew what they were doing was not working and they were discouraged.
Working out of our living rooms, we started offering Positive Discipline for the Classroom workshops. Our work challenged head-on often unexamined practices based on control, punishment, rewards, and exclusion. We learned so much in those early years. But we still say today what we said back then: every behavior tells a story.
That’s why we started Sound Discipline.
– Sound Discipline co-founder, Dr. Jody McVittie
Over time, Sound Discipline’s approach has evolved. We are constantly learning and refining our programs. Our work is now in partnership with schools and organizations to transform the way adults teach, parent, and care for youth. We do this by bringing together science-based, trauma-informed, restorative, and culturally responsive practices.
Our values have continued to evolve and grow as well. They reflect our commitment to a vision of the future where everyone thrives because they know they matter and belong.
CONNECTION: We are rooted in relationships.
COURAGE: We lead from the heart and challenge the status quo.
LIBERATION: We work together to create a world that works for everyone because our freedom, joy, and struggles are deeply connected.
Today, we work with approximately 5,000 adults who, in turn, care for or teach 75,000 young people. We have partnered with more 15,000 educators and 56 school communities in four states – Washington, Oregon, Idaho, and California – to integrate social-emotional learning and restorative practices into classrooms, schools, and districts.