PBIS: It’s All About the “P”

Positive Behavior Intervention Systems, or PBIS, are being implemented in schools across America. Aspiring school administrators must be very aware of the distinction between Tier One, Tier Two, and Tier Three interventions and the percentage of students who should fall into each category. Sometimes we, as leaders, get caught up in the planning, implementation, and outcomes and forget about the most critical aspect of PBIS–the positivity.

In a landmark meta-study, Ron Astor and his team from University of Southern California found that a positive school culture and climate is linked to increased equity, decreased socioeconomic inequalities, and better social mobility. In other words, a positive school climate can overcome the negative influences that stem from socioeconomic hardship. This is HUGE.

What makes a positive school climate? Students and staff who feel “connected” to the school and value the school community. Strong relationships between students and staff. A high level of parental and community involvement. Positive collaborative relationships amongst the staff. A growth mindset that fosters creativity and positive risk-taking behavior is “baked into” the school culture.

While cultivating a positive school climate may seem like a no-brainer, school leadership often finds that building a school culture where everyone feels like family and growth is valued is not as easy as it sounds. School accountability measures pushed down from the federal, state, and local government pit teachers against each other. In all but the most progressive school districts, draconian actions are taken when schools fail to meet district goals. This pits administrators against teachers. No one wants to lose her job.

The question we must be asking ourselves is: how can school leaders build a school climate that nurtures strong relationships, a sense of community, and risk-taking in spite of the anxiety generated by school accountability measures? How can we, as leaders, help the community shift the vision of what matters in education? I cannot pretend to know the answer, but I know that educational leaders need to keep asking these questions and working with like-minded professionals to find solutions that work for their sites.

Source:

• Walker, T. (2016). The Evidence is In: ‘Happy’ Schools Boost Student Achievement. [online] NEA Today. Available at: http://neatoday.org/2016/12/05/school-climate/ [Accessed 10 May 2019].