Teacher Perceptions of the Implementation of Positive Behavior Interventions to Improve School Climate, Misconduct and Violence

• In Event: School and Campus

Abstract

In the U.S., school violence presents numerous issues for teachers and administrators. School violence is often influenced by climate, which refers to the degree of connectedness among students and staff. Partnering with a local public school district, a research team was awarded funding to improve school climate to address violence at a middle school with a majority minoritized student population. As a part of this project, a multitiered systems of support (MTSS) coordinator was hired to work at the school to assist with implementing alternative disciplinary practices centered around positive behavior interventions and supports (PBIS). The research team conducted focus groups and interviews with teachers, school support staff, and administrators prior to and during implementation. Using the qualitative data collected from these focus groups and interviews, the current project aims to assess perceptions of these interventions and their potential effects on school climate, school responses to student misconduct, overall school violence. Given the role of teachers in cultivating a positive school climate, the results of this research can inform the implementation of future PBIS initiatives in middle schools and suggest ways to improve implementation success.

Authors

• Emilie Whitehouse, California State University, Long Beach

• Nicholas Perez, California State University, Long Beach

• Dina Perrone, California State University, Long Beach

• Charo Darwin Glomah, Claremont Graduate University