Preliminary Outcomes and Challenges to Implementing School-Wide Positive Behavior Interventions and Supports in 30 Greek Primary Schools

Abstract

<p>School-Wide Positive Behavior Interventions and Supports (SWPBIS) is an evidence-based three-tier school-wide framework for preventing and treating challenging behavior in schools, improving overall school climate, and promoting teachers' teaming and collaboration. SWPBIS outcomes, such as the decrease of students' behavioral problems and improvement of teachers' cooperation, have been well established across various educational systems in many countries. The purpose of this qualitative study is to investigate stakeholders' perceptions about the preliminary outcomes and challenges of the SWPBIS Tier 1 implementation in 30 Greek primary schools. A semi-structured focus group was conducted with stakeholders from Greek primary schools about their experiences from the implementation of SWPBIS Tier 1 during the 2019-2020 school year. Three key categories were identified: (a) perceptions about the initial SWPBIS outcomes, (b) implementation challenges, and (c) suggestions on additional supports. Practical implications and results are discussed in terms of how they can be used in sustaining SWPBIS in the Greek context.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0774/a.php" alt="Hit counter" /></p>

Effects of the universal positive behavioral interventions and supports on collective teacher efficacy

“…To this end, teaching staff is encouraged to participate in in‐school trainings that are tailored to teachers’ needs. Results indicate that teachers who participated in in‐school trainings and meetings to effectively manage their students’ disruptive behaviors using PBIS systems and procedures report increased professional efficacy and collaboration (Goutas et al, 2021, 2022; Moutiaga & Papavassiliou‐Alexiou, 2022).…”