Jaime Flowers, Ph.D.

When California passed AB 1172, it didn’t just set new standards for training and oversight in nonpublic schools—it also signaled a broader shift in how we approach student behavior, safety, and emotional well-being. At the heart of this shift is one key concept: trauma-informed practices. If your school or agency serves students with disabilities, especially

Navigating the requirements of California Assembly Bill 1172 (AB 1172) can feel overwhelming—especially for administrators and staff in Nonpublic Schools (NPS) and Nonpublic Agencies (NPA) who already wear many hats. With strict timelines, complex student needs, and ever-evolving legal expectations, it’s no surprise that some schools struggle with full compliance. But here’s the good news:

Let’s face it—mandatory training doesn’t always inspire enthusiasm. When staff hear “compliance training,” many expect long videos, dry slideshows, and the same content year after year. But AB 1172 training doesn’t have to be boring. In fact, it shouldn’t be—because the topics it covers (student safety, trauma-informed care, behavior intervention) are critical to building supportive

When working with students with disabilities—especially in nonpublic schools (NPS) and nonpublic agencies (NPA)—staff are often faced with challenging behaviors. In these moments, it’s essential that responses are safe, respectful, and legally compliant. Under California Assembly Bill 1172 (AB 1172), there are specific prohibited procedures that staff are not allowed to use under any circumstance.

In special education settings—especially within Nonpublic Schools (NPS) and Nonpublic Agencies (NPA)—challenging behaviors are not uncommon. But not all behavior support strategies need to wait for a crisis to occur. In fact, the most effective interventions happen before the behavior ever begins. These strategies are called antecedent interventions, and they’re a core component of trauma-informed,

In special education—especially within Nonpublic Schools (NPS) and Nonpublic Agencies (NPA)—understanding why a behavior occurs is only part of the equation. Equally important is how we respond after the behavior happens. That’s where consequence strategies come into play. Used correctly, consequences can teach new behaviors, reduce problem behaviors, and promote long-term success. But when misused,

Inclusive Education in NPS and NPA Settings: Why It Matters In today’s educational landscape, inclusive education is more than a buzzword. Instead, it reflects a commitment to equity, access, and opportunity for all students. This commitment is especially important in Nonpublic Schools (NPS) and Nonpublic Agencies (NPA), where students often arrive with complex needs, diverse

In any school setting—but especially in Nonpublic Schools (NPS) and Nonpublic Agencies (NPA)—staff may occasionally face situations where student behavior escalates into a behavioral emergency. These high-intensity moments can feel overwhelming, unpredictable, and risky if staff aren’t properly trained. That’s why California’s AB 1172 requires all staff working with students with disabilities to receive annual