Using Student Voice to Improve Schoolwide PBIS Implementation in Secondary Schools

Abstract

Implementation of a culturally responsive positive behavioral interventions and supports (PBIS) framework is associated with positive outcomes for secondary students when implemented schoolwide. Yet, educators often report more implementation challenges in secondary school as compared to elementary school settings. Difficulties obtaining student buy-in may make PBIS implementation more challenging. Secondary student input on school climate and discipline systems could be an integral source of information for educators who are working to establish more effective behavioral support systems. Using authentic student voice data from an example secondary school, the authors provide a research-based approach to amplifying student voice and increasing student involvement in culturally responsive PBIS.