Cultivating Positive Teacher-student Relationships: Effects of Tailored Positive Behavior Support Interventions on Classroom Discipline

Abstract

This research study examined the effect of positive behavioral interventions and supports (PBIS) on the nature of student-teacher relationships, emphasizing classroom behavior dynamics. The study evaluated the connections between students in grades preK-12 and their teachers in a southeastern state in the USA, focusing on the implementation of positive behavior support strategies. The research utilized a methodology involving pre-and post-surveys along with a two-week application of chosen positive behavior interventions, particularly targeting students with prior discipline referrals. The central research question investigated the influence of a short-term positive behavioral support intervention on student-teacher relationships, specifically among students with a history of discipline referrals.