Being Heard: Teachers' Perceptions and Understanding of Schoolwide Positive Behavior Support

• In Event: Models for Improving Student-Teacher Relationships and Behavioral Support

Abstract

We aimed to contribute to the growing body of literature which recognizes the lack of teachers’ voices (i.e., qualitative data collection) in research targeting professional development, specifically, teachers’ perceptions and understanding of Schoolwide Positive Behavior Support (SWPBS). One hundred fourteen educators from four school sites participated in the Social Emotional Learning (SEL) Beliefs and Attitudes and the Social Emotional Learning (SEL) Practices and Strategies surveys. The two primary themes that arose from our qualitative work were: (1) respondents acknowledging what they know and what more needs to happen to support SWPBS and SEL in classrooms; and (2) coherence between respondents’ SEL practices and the school or district practices.

Authors

• Kate Ascetta, University of South Carolina

• Rebecca B. Smith-Hill, University of South Carolina - Columbia

• Rachelle Curcio, University of South Carolina