ORCID
0000-0002-5668-1373
Abstract
Positive Behavior Intervention and Support (PBIS) is a schoolwide initiative implemented in many schools to address discipline concerns and promote a positive school climate. This phenomenological study examined the school climate perceptions of 12 staff members from three secondary schools in two North Carolina school districts that implemented PBIS with fidelity. All 12 participants favorably described their school climate after PBIS had been implemented with fidelity. Additionally, study participants reported improved discipline practices, as well as improved practices for acknowledging positive student behavior. This study’s findings fill a gap in the existing body of literature, regarding the implementation of PBIS in secondary schools, and provide additional support for the use of PBIS to improve school climate in secondary schools.
