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Positive behavior support in school - a quasi-experimental mixed methods study and a randomized controlled trial.

Martin Karlberg1, Nina Klang2, Johanna Svahn2

  • 1Department of Education, Uppsala university, Box 2136, Uppsala, 750 02, Sweden. martin.karlberg@edu.uu.se.

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This study examines the effectiveness of the School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) program in European schools. Findings will inform the implementation of this positive behavior support strategy to enhance student well-being and academic success.

Keywords:
InterventionQuasi-experimental designSW-PBISSchool ClimateSchool-wide positive behavioral interventions and supports

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Area of Science:

  • Educational Psychology
  • School Climate Research
  • Intervention Science

Background:

  • Positive school climate is crucial for student well-being and mental health.
  • School personnel face challenges in fostering nurturing school environments.
  • School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) shows promise but needs more research in European contexts.

Purpose of the Study:

  • To investigate the effectiveness of SW-PBIS on students' social-emotional skills and academic achievement.
  • To assess teachers' and students' perceptions of the classroom learning environment post-intervention.
  • To evaluate the mediating or moderating role of school-level factors and qualitatively examine implementation dynamics.

Main Methods:

  • Data collection from intervention and control schools at multiple time points across two recruitment waves (active and wait-list control groups).
  • Hierarchical regression analyses to determine SW-PBIS effects on study outcomes.
  • Ethno-methodological approach for qualitative examination of implementation processes and interactions.

Main Results:

  • (Study ongoing; results pending) Expected to demonstrate SW-PBIS impact on student social-emotional skills and academic achievement.
  • (Study ongoing; results pending) Anticipated to reveal how school-level factors influence intervention outcomes.
  • (Study ongoing; results pending) Qualitative data will illuminate implementation dynamics and contextual factors.

Conclusions:

  • The study will contribute valuable knowledge on SW-PBIS effectiveness within a European context.
  • Integrating quantitative and qualitative methods offers a comprehensive understanding of school context significance.
  • The use of two recruitment waves addresses challenges in maintaining control groups over extended implementation periods.