Response to the "I Hate PBIS" Thread

The following is the opinion and analysis of the author.

Hey Fellow Teachers, Educators, and School Colleagues…

I totally understand where you're coming from. PBIS can sometimes feel like another mandated program that adds to our already heavy load. I’ve been there too, feeling frustrated and overwhelmed by yet another new initiative that promises to fix all our problems. I’ve read threads on a few popular social media feeds to learn more about the problems people face with this initiative and I hear you.

I’m not here to change your mind. I truly believe that most arguments against PBIS are warranted if you have only experienced parts and pieces of something people call PBIS - but really - it isn’t.

Having worked with PBIS for a while now, I’ve seen firsthand how it can really make a difference when implemented correctly. I want to share some insights and info to help clear up a few more common misconceptions about PBIS and how it can actually benefit our schools.

Critique 1: PBIS is just a reward system that bribes students to behave

Reality: If you’re told to bribe students with tickets or points, you’ve been misled. PBIS is not about handing out rewards at all. It's designed to acknowledge skills and the character traits teachers want to promote - through a combination of proactive strategies, clear expectations, and consistent reinforcement. Tickets or points are really reminders for the adult in the room to build relationships and connections with the students - every time you hand out a ticket you are saying, “I see you, I appreciate you”. This is what changes behavior and builds student character.

Fact: Studies have shown that PBIS reduces disruptive behavior and increases academic engagement. For instance, schools that implement PBIS with fidelity have seen significant reductions in office discipline referrals and suspensions (Horner et al., 2010). This shift allows more time for instruction and learning.

Critique 2: PBIS ignores negative behavior and doesn’t hold students accountable

Reality: If there is no accountability or consequence for DISrespectful, UNsafe, or IRresponsible behaviors at your school - the school is NOT doing PBIS. PBIS must include strategies for addressing negative behavior through consistent use of a staff developed Behavior Flowchart. Never ignore bad behavior; remind students of the expectation (Be Respectful, Be Responsible, or Be Safe/Caring) and focus on understanding the reasons behind the behaviors so they don’t happen again. Major behaviors and repeated minor behaviors should be addressed by school administrations and consequenced according to school policy.

Fact: The tiered approach of PBIS helps in identifying students who need additional support. Tier 1 covers school-wide practices, Tier 2 provides targeted interventions, and Tier 3 offers intensive, individualized support. This structure ensures that all students receive the level of behavior support they need (Bradshaw et al., 2010). Some student need less behavior support, others need more - just like academic skills.

Critique 3: PBIS takes too much time and effort to implement

Reality: Yes, for some adults, implementing PBIS requires changing their behavior. This is especially true for people more accustomed to catching students misbehaving rather than catching students who are behaving and meeting classroom expectations. But PBIS really is pretty simple and easy to sustainable over time, and quickly becomes the norm in the classroom and around the school. The goal is to create a consistent, predictable, and positive school climate that reduces (it does not eliminate) the need for reactive measures.

Fact: Research indicates that the initial investment in training and implementation pays off. Over time, schools report less time spent on disciplinary actions and more time on teaching, learning, and having fun in the classroom again. Moreover, the positive changes in school climate can lead to improved teacher satisfaction and retention (Simonsen & Sugai, 2013).

Critique 4: PBIS doesn’t work for older students or in high schools

Reality: I’ve heard this a thousand time, but the math/stats and reality at high schools across the nation shows that this is simply not true. PBIS is very effective at high schools, again, when implemented correctly. The strategies might look different, and they should! Teens are developmentally different than elementary students (a fact), and sound pedagogy (how we teach) at elementary, middle, and high schools have differences (another fact). But the core principles and practices of PBIS remain the same - even if they look different.

Fact: High schools that implement PBIS report reductions in tardiness, absenteeism, and disciplinary incidents. They also see improvements in school climate and student relationships (Flannery et al., 2014). Tailoring PBIS to meet the developmental needs of older students is a must, and absolutely does lead to significant positive outcomes.

Critique 5: PBIS only benefits well-behaved students

Reality: Well…actually, students with behavior problems need PBIS more than those without. PBIS is designed to support all students, but it overwhelmingly benefits those with challenging behaviors by creating a positive, consistent, and predictable environment. At the same time, it also acknowledges those students who usually do the ‘right thing’ because we want them to continue to make good choices and feel safe, valued, and respected. Contrary to some opinions, reinforcing appropriate behavior does not decrease intrinsic motivation - most studies show that it actually improves students intrinsic motivation to meet school expectations.

Fact: The data shows that PBIS benefits students across the board, but especially those who are at-risk for behavioral issues or flat out need more behavior safety-rails. Schools implementing PBIS see improvements in the behavior of students who previously struggled, leading to a more inclusive and supportive school environment (Bradshaw et al., 2010).

Hang In There Friends,

I get it – implementing PBIS can feel like a huge task, and it’s easy to feel skeptical, especially if you’re not seeing immediate results. But the evidence and data show that when done correctly, PBIS can transform school climates, improve student behavior, and make our jobs as educators a little bit easier. It’s not a magic bullet, but it’s a powerful tool that can help create a safer and more positive learning environment for everyone.

Hang in there, and don’t hesitate to reach out for support or to share your experiences. We’re all in this together, trying to make our schools the best they can be.

 

References:

 

John Speer is former high school teacher, district athletic director, principal, assistant superintendent and conscientious educator for over 35 years. He continues to be a passionate advocate for educator and student wellness and achievement so that our teachers can teach and our students can learn.

Blog written in collaboration with ChatGPT April 2024 Version.

Blog, For Administrators, For Educators, PBIS, SchoolsKOI EducationPBIS, High School, Positive Reinforcement, Discipline, Accountability, Students, School Policy