Give me, Give me, Give me more: PBIS (Positive Behavior Interventions & Supports): Is It Working? Differing Viewpoints among Staff and Students in a Public School

Literature review on Give Me, Give Me, Give Me More: PBIS (Positive Behavior Interventions & Supports): Is It Working? Differing Viewpoints among Staff and Students in a Public School by Consorti (2017)

Citation
Consorti, L. (2017). Give Me, Give Me, Give Me More: PBIS (Positive Behavior Interventions & Supports): Is It Working? Differing Viewpoints among Staff and Students in a Public School (Master’s thesis, Trinity Christian College).

Introduction

Positive Behavioral Interventions and Supports (PBIS) is a school-wide framework designed to improve student behavior and create a positive learning environment. It is typically represented as a three-tiered pyramid of support. Tier 1 covers universal strategies for all students, such as school-wide rules, routines, and positive reinforcement, and usually meets the needs of about 80–85% of students. Tier 2 provides targeted support for the smaller group of students (about 10–15%) who need additional help, such as small group interventions or mentoring programs. Tier 3 is the most intensive level, designed for the 1–5% of students with chronic or severe behavioral challenges, and includes individualized interventions like counseling or specialized behavior plans. The goal of PBIS is to improve school climate, reduce disruptive behaviors, and ensure consistency in how staff address student conduct. However, its success depends not only on proper implementation but also on the perceptions of both staff and students. This study explores how each group views PBIS effectiveness, highlighting where experiences align and where gaps remain.

Objectives

The study aimed to investigate how teachers and staff perceive PBIS effectiveness, how students experience and evaluate the system, and whether their viewpoints align or differ significantly. It also sought to explore recommendations for improving PBIS implementation so that both groups could benefit more equally.

Methodology

This research used a mixed-methods design, combining both quantitative and qualitative data. Surveys were given to teachers, staff, and students at one public school where PBIS was already in place. The surveys included rating-scale questions that measured agreement or disagreement with different aspects of PBIS, as well as open-ended questions where participants could explain their experiences in their own words. In addition to surveys, staff members participated in interviews, which allowed the researcher to ask more detailed questions about classroom practice, reward systems, and administrative support. The data were then analyzed to compare patterns and differences between staff and student responses, giving a fuller picture of how PBIS was perceived in the school.

Findings

The results revealed a clear difference between staff and student perspectives. Most teachers and staff reported that PBIS was helpful: they believed it had improved student behavior, clarified school rules, and contributed to a more positive climate overall. However, some noted challenges, such as inconsistent use of PBIS among staff members and the need for stronger support from administrators. Students, by contrast, expressed more critical views. Many felt the rewards offered through PBIS, such as tickets or small prizes, were not exciting, sometimes unfairly distributed, or too childish for older students. They also pointed out that rules were not always enforced consistently across classrooms, which made the system feel less credible. Overall, while staff were largely optimistic, students were less convinced, showing a disconnect between how the system is perceived by adults versus the learners it is meant to motivate.

Discussion

The differences in staff and student viewpoints highlight the challenges of implementing PBIS in ways that feel meaningful for all stakeholders. For staff, PBIS provides a structure that improves management and climate, but if students see rewards as unmotivating or rules as inconsistently enforced, the system loses credibility. The findings suggest that schools should include student voices in designing and refining PBIS systems, particularly when determining rewards that are age-appropriate and motivating. In addition, consistent enforcement across classrooms is crucial to building trust in the system.

Conclusion

PBIS can play a valuable role in creating a positive school climate, but its success depends on both faithful implementation and active engagement from students. Schools must ensure that teachers apply the system consistently, administrators provide adequate support, and students are given opportunities to shape reward systems so they feel fair and relevant. The study concludes that PBIS is not a one-size-fits-all approach and must be adapted to the unique needs of each school community if it is to truly improve behavior and learning outcomes.