A school-wide approach to creating a positive and safe climate in which students can learn and grow
PBIS is a proactive, evidence-based approach for establishing a positive, safe and inclusive whole-school culture. It involves systematic and individualized behaviour support strategies for achieving social and learning outcomes while preventing problem behaviour for all students. PBIS is not a program to follow, but rather a framework which has key features for success but can be individualized to match the individual schools and communities. PBIS involves all stakeholders in student education to be active participants and supporters: school staff, students, parents, student council, and key community members.
What does it look like in a school setting?
Teachers, support staff, administrators, counselors, and community members work together to teach and support expectations at school
Teaching of values that support student's social decision making in and outside of school (e.g. Responsibility, Accountability, Safety, Respect)
All staff are responsible for knowing and promoting the value-based expectations
All staff continuously work to develop and strengthen positive relationships with students through frequent positive interactions (e.g. check-ins, acknowledgement of students' demonstration of school values/expectations, offering support when needed)
Setting up the learning environment to be positive, predictable and consistent to support students to be successful socially and academically
Strengthening relationships/connections between all members of the school community
acknowledging, encouraging, supporting each other
Teaching the value of being a positive, contributing citizen of their community
All school personnel working together to effectively identify students in need of additional supports to be successful and utilizing practices and approaches proven to be effective by research
Department of Education’s Positive Behaviour Interventions & Supports coach is a member of interdisciplinary educational teams, and provide a range of services (i.e., consultation, programming, training, community liaison, etc.) to support students within the educational setting.
Yukon PBIS Newsletters
A newsletter about PBIS in the Yukon: resources, information, tips and school implementation updates. The newsletter will come out every 3-4 months during the school year.
Lucyshyn, J.M., Dunlap, G., & Freeman, R. (2015). A historical perspective on the evolution of positive behavior support as a science-based discipline. In F. Brown, J. Anderson, & R. DePry (Eds.), Individual positive behavior supports: A standards-based guide to practices in school and community-based settings (pp. 3-26). Baltimore, MD: Paul H. Brookes
Kelm, J. L., McIntosh, K.,& Cooley, S. (2014). Effects of implementing school-wide positive behaviour interventions and supports on problem behaviour and academic achievement in a Canadian elementary school. Canadian Journal of School Psychology, 29, 195-212.
McIntosh, K., Moniz, C., Craft, C. B., Golby, R., & Steinwand-Deschambeault, T. (2014). Implementing school-wide positive behavioural interventions and supports to better meet the needs of indigenous students. Canadian Journal of School Psychology, 29(3), 236- 257