As parents, you all wish to see your children succeed not only in academics but also in social and emotional development. One strategy that could make a huge difference in building positive behaviors and creating a healthy environment is called PBIS, or Positive Behavioral Interventions and Supports. This is a framework to shift the paradigm from traditional discipline to proactive strategies that teach and reinforce positive behaviors among students.
In this regard, PBIS helps create a conducive and consistent environment that fosters success in school with safety, respect, and motivation to learn among children. In the general overview herein, you take a closer look at how the process of PBIS works, the benefits accruing from its application to both students and educators and why it stands out as the number one tool in successful parenting toward your child’s growth in school.
What is PBIS in Schools, exactly? How does it work, and why has it become so important when it comes to the development of both academic success and positive behavior in students? Let’s take a closer look.
Table of Contents
What is PBIS in Schools?
PBIS is the acronym for Positive Behavioral Interventions and Supports, a whole general system of methods and strategies aimed at enhancing school students’ behavior to reinforce positive behaviors rather than punishing the wrong ones. Other than focusing on “what-not-to-do”, explicitly teach “what to do”: teaching, modeling, and reinforcement of positive behavior.
This shift of focus helps students to inherently internalize positive behaviors, which in turn positively helps them be academically, socially, and emotionally successful. At the core of what PBIS stands for is building a school environment where all students can feel safe, respected, and valued.
Like MTSS, PBIS is also multi-tiered. This aspect considers the fact that the level of support to be applied would always be at the discretion of the student’s needs. Ranging from school-wide to individualized support, every student in a PBIS-guided school gets the exact level of behavioral mentoring they require or may need.
Three Tiers of PBIS in Schools
One of the hallmarks of PBIS is the tiered approach it uses in offering behavioral support. That is because students are unique, and their needs around behaviors differ. Three levels, or tiers, of intervention, are used in PBIS to offer varying degrees of support to make sure no student gets left behind. Let’s look more closely at these three tiers:
Tier 1: Universal Supports (School-Wide Behavioral Expectations)
Tier 1 forms the foundation for PBIS. Sometimes, it is also referred to as universal support since all the students in the school take part in this tier. School systems create a positive school culture by teaching clearly defined and consistent expectations for behavior in all areas at schools: classrooms, hallways, playgrounds, etc. A conceptualization of Tier 1 is the prevention of negative behaviors from ever occurring in the first place.
Most schools implementing PBIS identify three to five universal, concise, and rule statements that are memorable and can be applied across multiple settings. Common universal expectations include “Be Safe, Be Respectful, Be Responsible.” For instance, it is critical to teach explicit expectations to students and not assume that students already know them. The idea of the explicitness of the expectations can be taken further by constant reminders through posters in classrooms, hallways, and common areas identifying the universal expectations.
Moreover, these are continually modeled and possibly reinforced by teachers and other staff. When these are followed through, students receive praise from teachers, not simply failing to react to problem behaviors. Tools for reinforcement include praise, systems of rewards, and “PBIS tickets” to encourage students to keep making good choices. This helps place the students into the pattern of behaving positively, which leads to less discipline over time.
As stated, PBIS research would indicate the normal percent of students in a school responding to Tier 1 support falls between 80-90%. Students have few problems with behavior and do well when the expectations are clear and reinforcement is positive. The intent of Tier 1 is to build a positive school culture that benefits the majority of students.
Tier 2: Targeted Group Interventions
Actually, Tier 2 consists of students not responding well to the universal support provided in Tier 1. While these students may not overtly exhibit serious behavioral problems, they actually are at risk for such behavioral problems. Tier 2 targeted interventions involve focused support around the specific needs of these targeted students.
In most cases, Tier 2 deals with the application of some small group intervention by the schools in order to help the students improve their behavior. The interventions at this tier are more concentrated compared to the previous tier but have not reached an individual level. Examples of Tier 2 interventions include:
- Social skills training: This is teaching the students appropriate ways through which to communicate with peers and adults. This may be in the form of conflict resolution, sharing with others, or other suggestions for ways to express emotion healthily. Students can connect with their peers or alumni through various social media platforms such as LinkedIn, Instagram, Pinterest, Facebook, etc. To enhance your social skills you can follow various networking tips.
- Behavioral contracts: These are written agreements between the student, teacher, and sometimes the parents on targeted behaviors that the student is expected to demonstrate, along with the associated rewards for doing so. A check-in/check-out system purports that regularly, students meet with a mentor or teacher to review their behavior goals and performance. Students often receive points or rewards for meeting targeted goals.
- Small group counseling: In this, students get an opportunity to sit with a counselor or behavior specialist where students can share their behavioral problems in a non-threatening and supportive environment.
The focus of Tier 2 is the prevention itself; however, it needs to be targeted. Interventions within this tier are specifically designed to target these students and help them learn the necessary skills required to meet school-wide expectations. The size generally at this tier is 10-15% of the students.
Tier 3: Intensive, Individualized Interventions
Tier 3 represents the most intense level of intervention within the PBIS system. It is reserved for serving students who present chronic or severe problem behaviors that necessitate highly structured and individualized interventions. These are students who have not responded to either Tier 1 or Tier 2 or whose behavior has called for personalized intervention.
Here, the search has to be done for root causes of the behavior and support the challenges identified on an individual level. Tier 3 interventions are designed to meet the unique needs of a student, including teachers, counselors, and behavior specialists, sometimes in collaboration with the student’s family. Following are a few examples of Tier 3 intervention.
- Individualized Behavior Intervention Plans (BIPs): An elaborated plan containing specific strategies and interventions for a student. Usually, BIPs contain such information as triggers of the behavior, methods of prevention or diverting behavior, and steps that must be fulfilled in case the behavior appears.
- Individual counseling or therapy: Some students probably have regular work with a counselor or psychologist to work out the root causes of problems connected with trauma, emotional regulation, or social skills.
- Wraparound services: Wraparound services may include mental health services, social services, or full-scale wraparound services for the student through collaboration between the school and other outside agencies.
The schools in these interventions use data to inform themselves about the student with regard to his behavior and performance, measuring the efficacy of the interventions accordingly. This equips the student to function well within the whole school setting; thus, it is the main aim. Usually, 1-5% of the students require Tier 3 supports.
How PBIS Works in Schools: A Step-by-Step Process
Now that we have discussed the tiered approach of PBIS, let’s dive into what schoolwide PBIS looks like daily. Here’s a step-by-step guide to how PBIS is enacted, starting with establishing clear expectations.
1. Teaching Positive Behaviors
Teaching students what positive behavior looks and feels like is part of PBIS. It is important that PBIS emphasizes explicit instruction, not assuming the students have any prior idea of how to behave. Teachers explain and model behaviors that match school-wide expectations. This may include, but is not limited to: role-playing exercises, discussions, and even video demonstrations. For instance, the students in a PBIS school may attend lessons on how to walk safely in a hallway or how to share and play cooperatively during recess. In such a case, proactive teaching serves to prevent the occurrence of negative behaviors by modeling what is expected in particular situations.
2. Establishing Clear Expectations: The first things that PBIS accomplishes are clear, continuous behavioral expectations that apply school-wide. The basis of such expectations is usually some values like safety, respect, or responsibility. Each of these has to be well-advertised to the students, teachers, and parents. They use visual aids such as posters and handouts or school-wide assemblies just to make sure everyone knows what is expected.
3. Positive Reinforcement and Recognition
At its core, PBIS uses positive reinforcement. When students perform up to the expectations of behavior, they are recognized and often rewarded. Most schools design a reward system in which students receive points, tokens, or tickets during instances of positive behaviors, redeemable for prizes, privileges, or recognition.
The principle is to ensure that positive behavior pays better than negative behavior. For instance, a student who consistently meets the expectations of the school may be rewarded with an allowance to attend a special event, extra recess, or an opportunity to serve as a classroom helper.
4. Using Data to Inform Decision-Making
PBIS is a data-driven framework in which schools collect and analyze data on student behavior to determine whether their interventions have proven effective. It includes data such as the number of office discipline referrals, attendance, and the rate at which certain behavioral incidents occur. The data is used by both teachers and administrators to identify trends, pinpoint students who might need extra support, and modify interventions accordingly.
5. Providing Consistent Corrective Consequences for Misbehavior
While PBIS is based on positive reinforcement, there are still consequences for misbehavior. However, the consequences must be corrective and not punitive. The objective here is to enable the students to make something positive out of wrong actions instead of mere punishment. Restorative practices may be involved in this scenario, where students will be asked to think deeply about their behavior and make amends with those affected, or conflict resolution sessions that will help them get through it the next time.
Why PBIS Works in Schools
So, what makes PBIS so effective? Let’s take a closer look at the benefits of PBIS and how it positively impacts the school environment:
1. Prevention of Behavioral Issues
PBIS’s focus is on prevention, thereby reducing reactive, punitive discipline. Schools can prevent many behavior problems from occurring in the first place by teaching students how to behave positively and reinforcing positive behaviors. This leads to a more peaceful and productive school environment where learning can take place without constant interruptions.
2. Improved School Climate
PBIS enhances a positive school climate because it facilitates and nurtures the presence of kindness, respect, and cooperation among its constituent members. Whenever students are aware of the expectations and their positive behavior is acknowledged, then this impacts positively on the general atmosphere of the school. This is very fundamental in reducing bullying, conflicts, and disruptions in school and making the place friendlier for students and staff alike.
3. Increased Student Engagement
A well-implemented PBIS framework would improve behavior and increase the rate at which students would engage in learning. They can feel safe, respected, and supported to participate in class, collaborate with their peers, and focus on their academic work. As a matter of fact, research has evidenced that PBIS contributes to better performance because it reduces distractions and creates a positive environment for learning.
4. Tailored Support for Every Student
One of the strengths of PBIS is its possibility to adapt the support to the needs of various students, that is, in the tiered system, students with more difficulties get additional interventions and those who need to be served at an intensive level get personalized attention, thus ensuring that no student-regardless of the behavioral difficulties he or she may face-is left behind.
5. Data-Driven Approach
PBIS also relies on data to ensure decisions taken and approaches used are credible. In other words, schools would continuously monitor their strategies to make sure that evidence-based interventions are responsive to the needs of their particular school community. When something doesn’t work, the data will help them adjust their approach until they find a solution.
6. Better Relationships Between Students and Teachers
With regards to the relationship between teachers and students, PBIS tends to improve this interaction since it removes the “punishing” role of the teacher and instead aids the teacher in building a more constructive and positive relationship with the student. With this, communication flow improves, respect is established, and the interactive class environment grows healthier.
Role of Teachers, Administrators, and Support Staff in PBIS
With PBIS, commitment should be full for every member of the school community: teachers, administrators, support staff, and even parents play a significant role in ensuring that the framework is applied consistently on school campuses.
- Teachers: Teachers are the initial contact in the implementation of PBIS. They teach, model, and reinforce positive behavior inside the classroom. In addition, they participate in the collection of behavioral data, and team meetings, and assist in the identification of students who may need additional support.
- Administrators: School administrators also play a very critical role in the leadership and coordination of PBIS efforts. They ensure the consistent application of PBIS practices to all school settings and allocate resources to support professional development. They use data to monitor progress and make adaptations in interventions when needed.
- Support Staff: Specifically trained counselors, social workers, behavior specialists, and other support staff offer targeted interventions to Tier 2 and Tier 3 students. They will many times have individual contact with students who need additional support to better prepare them to be successful within the school setting.
- Parents: The involvement of parents in the process of Positive Behavioral Interventions and Support is another key step. In this regard, the school makes contact with parents and explains the PBIS framework to them. Parents are taught how to similarly encourage good behavior at home. This would be the place where parents and schools, working together, could be even more effective.
Challenges of PBIS Implementation
While PBIS offers so many advantages, there are certain challenges in its implementation, too:
- Time and Resources: At the beginning, the implementation of PBIS is a long process that requires great effort from schools. Schools have to invest resources in professional development, data collection tools, and materials needed to assist in the infrastructure. Resource constraints may be difficult for some schools.
- Consistency Among Staff: The success of the PBIS framework requires dependency on the school community for consistency. In those cases when either teachers or other staff are not fully invested or do not apply the framework, then the overall effectiveness could be weakened.
- Fit within School Culture: Each school is different and creates its own culture, within which PBIS must be adapted. At times, schools experience challenges in the implementation of strategies according to PBIS, aligning with tradition, policy, or even meeting the needs of their students.
- Sustaining Momentum: The sweeping effect of PBIS overall can lead to behavior improvement. Schools need to continue their efforts through commitment, ongoing review of data, and continuous professional development.
History and Development of PBIS in Schools
Understanding how PBIS came to be and how it has evolved surely helps one appreciate the role this takes in today’s schools. The origins of PBIS are rooted in the science of behavior and more specifically applied behavior analysis, generally defined as the study of behavior for the purpose of improving human behavior.
By the 1980s, it had become apparent to researchers that the older strategies for discipline in schools-manifesting in punishment and exclusion-were simply not working for a large number of students, including students with disabilities. Such practices often resulted in more behavior problems, rather than fewer. Schools needed a more positive, proactive way to address behavioral issues.
By the 1990s, educators and researchers had developed the PBIS framework that would merge the principles of positive reinforcement with a multi-tiered support system to provide support for all students particularly those who struggled with more significant behavioral issues. Positive Behavioral Interventions and Supports gained federal endorsement with the reauthorization of the Individuals with Disabilities Education Act, IDEA 1997, which called for schools to consider proactive, as well as positive approaches to the management of student behavior.
Since then, PBIS has proliferated in schools throughout the United States and beyond to arguably become one of the most widely used behavior support frameworks in education today. The success is partly because it is evidence-based, with flexibility given to schools to adapt it to their needs.
PBIS and Special Education: A Critical Connection
One of the reasons PBIS has gained such widespread acceptance is that and it works well with special education students. Traditional discipline systems, which often include suspension and detention along with other punitive measures, tend to disproportionately affect students with disabilities. Many of these students have behavioral issues related to their disability, and punitive measures prove to be quite ineffective and even harmful.
On the other hand, PBIS is a positive and supportive approach that would suit special education students. Those in special education programs, with emotional or behavioral problems, possibly with autism spectrum disorder, or perhaps with ADHD, might just find that the structure, routine, and reinforcement will be just what they need to succeed.
Specifically, PBIS aligns with the process of developing an Individualized Education Plan, an important aspect of special education. If a student’s behavior interferes with his or her learning or the learning of others, then an IEP team may develop a BIP. Commonly, the BIP would share foundational components with PBIS and involve strategies for teaching suitable behaviors to a student as well as reinforcement strategies for promoting appropriate acts.
Not only does it boost the behavioral conduct of a student who suffers from a disability, but it also supports equal opportunities, and inclusive. In this respect, students with disabilities can take part in the school environment on an equal platform like any other normal child.
PBIS in Early Childhood Education: Laying the Foundation
The principles of PBIS are not only for elementary, middle, and high schools; they are also very effective in early childhood education institutions like preschools and early intervention programs. Research has shown that early childhood is a very critical age in developing social-emotional skills and that early childhood PBIS would therefore take center stage in teaching young children the way to deal positively with others.
Positive Behavioral Interventions and Supports in early childhood education target teaching children pro-social behaviors of sharing, taking turns, and using words in solving conflicts. The teachers and caregivers encourage positive reinforcement of these behaviors as a way of creating a nurturing environment that makes children feel safe and supported.
By implementing the PBIS early in the lives of the children, schools are in a position to help them build the foundation for the acquisition of skills that would see them through in their school life. Early intervention will prevent bigger problems in life from materializing; this, therefore, makes PBIS very potent to ensure success in the long term.
PBIS and Equity: About Discrepancies in School Discipline
Disparities in school discipline have become one of the biggest challenges to education today. For instance, students of color face a disproportionate share of school discipline, especially Black and Hispanic kids. Students of color are also much more likely to be out of school due to behavior issues, which often sparks a cycle of academic failure and disengagement.
With clear expectations and reinforcement, PBIS minimizes subjectivity that leads to biased decisions on discipline. By teaching and reinforcing desired behaviors for all students, PBIS builds a more equitable school environment. The revised main body reflects the following: PBIS offers the possibility of minimizing such disparities by facilitating a shift in emphasis to positive, proactive approaches to behavior management.
Moreover, the PBIS urges schools to use data for tracking discipline outcomes, where it would be easy for educators to notice whether there is any disproportion in carrying out discipline and therefore to take action against such an issue. For example, if data indicate that students from one or another racial or ethnic group get more office referrals than others, this would obligate the school to take serious measures for studying its practice and ensuring discipline is implemented correctly.
With PBIS, schools will be assured of not only improving behaviors but also affording greater equity and fairness in the handling of discipline.
The Role of Technology in PBIS
With each passing day, technology is developing and becoming more supportive to schools in the practice and monitoring process of Positive Behavioral Interventions and Supports. Many schools began using apps and software that may help streamline the processes of collecting behavioral data, rewarding positive behavior, and communicating with parents.
Educators can easily provide points or tokens through the PBIS app for positive behaviors exhibited. They can identify students who are meeting goals and review trends of data across time. These digital tools make data collection and analysis easier; hence, schools find it easy to highlight students who need extra support or changes in their behavior plan.
Technology also enhances that collaboration between teachers, administrators, and parents can take place much more easily. Parents can view up-to-the-minute information about their child’s behavior and progress, serving as an added reinforcement in helping to create those same principles in the home. Teachers also have access to resources, professional development, and data reports that enable them to further fine-tune their PBIS strategies.
By integrating technology with PBIS, schools will be in a better position to effectively manage their behavioral systems and ensure success at higher levels, which will also mean better outcomes for students.
PBIS and Mental Health
A Holistic Approach to Student Well-being Another critical area in which PBIS can be put to work is in the facilitation of the mental health of students. There has been a recent rise in the number of cases reported in schools concerning anxiety and depression, trauma, and stress among pupils. These events often lead to behavioral problems, posing many disruptions to learning and additional challenges both to students and teachers.
PBIS is a discipline that ecologically caters to the required mental and emotional outlets for every student. It brings in avenues for emotional support in focusing on positive reinforcements, social-emotional learning, and relationship building constituent an important experience for students who have gone through traumatic experiences and struggle behaviorally with their experiences.
Moreover, it is possible to combine the PBIS system with other forms of mental health support systems, including school counseling programs, social-emotional learning curricula, and mental health screenings. Combined programs can thus provide a full support system that caters to both the behavioral and emotional needs of students.
The approach, therefore, had mental health at its core, and PBIS allowed the approach to go beyond behavior improvement to overall students’ well-being which would enable students to be successful academically and at a personal level.
The Transformative Power of PBIS in Schools
Indeed, today PBIS has been a game-changer in each school that dreams of inculcating a more positive, inclusive, and supportive learning environment. With the focus on positive reinforcement, proactive teaching, and tiered support, PBIS has helped schools shift from punitive discipline to one more preventative and student-centered.
When implemented with fidelity, the typical outcomes of PBIS are fewer discipline problems, more student engagement, and better relationships among students and staff. More importantly, perhaps, PBIS equips students with life skills that will benefit them throughout school and later on in everyday life, developing a better future for everyone involved.
If you wondered, “What is PBIS in schools?”-well, by now you know it is not just a program; rather, it is a framework likely to reposition things toward improving academic and behavioral outcomes for all students.
