Staff and student perspectives and effects of positive behaviour support: a literature review

Abstract

Positive behaviour support (PBS) has been receiving increased attention recently but has not been studied from the perspectives of staff and students in Sweden. This article presents an integrative and systematic literature review focusing on international research concerning staff and student perspectives on the effects of PBS. The aim was to describe staff and student perspectives regarding PBS and its effects, between 2000 and 2022. The findings indicate that there is a lack of empirical research involving the combination of staff and student perspectives of the effects of PBS. The existing research is mostly from elementary schools age range 6 to 13. However, the findings suggest that there have been several studies that aim to gain a better understanding of teachers’ and students’ perspectives of how PBS enhances student social relationships, lowers problem behaviour and increases academic performance. According to the current findings, the success of the PBS approach is greatly influenced by the efficacy of execution and the leadership of the school’s support for implementation.