The need for an equity-focused, trauma-informed PBIS system: addressing the gaps in school discipline

Schools in the United States have moved from zero-tolerance policies towards MTSS frameworks, like PBIS, but exclusionary discipline and racial/socioeconomic disparities persist, especially for students of color and students with disabilities. While evidence suggests that PBIS is effective in reducing overall discipline rates and positively impacting academics, behavior, and school climate, it fails to address the persistent gap in discipline disparities or the increasing impact of trauma on youth. This paper conducts a narrative review of policies, guidelines, and frameworks related to behavioral interventions and supports in schools, with particular attention to how issues of trauma and equity are addressed. Findings suggest that policies often endorse supportive, multi-tiered frameworks (e.g., PBIS) and trauma-informed practice as separate initiatives and offer minimal practical guidance on implementation. Additionally, while some guidelines and frameworks offer suggestions for implementing PBIS with a trauma-informed or equity lens, these three components are not often discussed together. This paper proposes an integrated trauma-informed, equity-focused PBIS framework that embeds trauma principles and equity strategies across all MTSS tiers and discipline decision points. Actionable recommendations are included for schools and directions for future research and policy are discussed.