Effects of School-wide Positive Behavior Interventions and Supports on school climate in High-Need Schools: A quasi-experimental study

Positive Behavior Interventions and Supports is a framework for establishing a positive school culture with tiered levels of social and behavioral support. Positive SWPBIS effects on students’ behavior are well documented in the USA. As the program is largely spreading, very few comparative studies showing its efficacy on students outside the USA are available. In addition, there is limited work examining SWPBIS effects on school climate from all stakeholders’ point of view and using comprehensive questionnaires including the three main components of school climate (engagement, safety, and environment). Currently, there is no consensus to define school climate in the scientific literature. It is often referred as shared beliefs, values, and attitudes that shape interactions between students, teachers, and administrators. Nevertheless, researchers underline the importance of interpersonal relationships as one of the fundamental dimensions of school climate. Although the definitions differ, the major role of school climate on students’ behavior, academic success and well-being is regularly highlighted. Using a quasi-experimental design, the impact of SWPBIS implementation on school climate was investigated in elementary and secondary schools, mostly high-need schools of French-speaking Belgium (n intervention schools = 4, n control schools = 5). The main characteristics of the framework and findings from the study will be presented. Links between components of SWPBIS and dimensions of school climate will be discussed.