Understanding parental involvement in the Positive Behavioral Interventions and Supports (PBIS) process in schools: a qualitative study

Abstract

Introduction – Students with emotional and behavioral disorders (EBD) often experience difficulties in academic and social functioning. Positive Behavioral Interventions and Supports (PBIS) is widely used to address these challenges; however, parents’ experiences and involvement in PBIS remain underexplored. Methods – This study employed a qualitative design using Interpretative Phenomenological Analysis (IPA). Semi-structured interviews were conducted with eight parents of children receiving PBIS support. Data were analyzed through iterative transcript review, identification of emergent themes, and cross-case analysis. Results – Findings revealed that parents had limited understanding of PBIS and reported minimal involvement in decision-making processes. Key barriers included communication gaps, unclear expectations, and limited structured collaboration. Although parents expressed willingness to support their children, many felt excluded from the PBIS process. Discussion – The findings emphasize the need to strengthen family–school communication and create more inclusive opportunities for parental engagement. Enhancing shared decision-making and clarifying parental roles may improve PBIS implementation and support better outcomes for students with EBD. Implicatons for practice and future research are discussed.