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ABSTRACT
Schoolwide Positive Behavioral Intervention and Supports (SWPBIS) is a framework for establishing a schoolwide positive social culture with a continuum of behavior supports and an effective learning environment for all students. This framework was initially implemented in elementary and middle schools and more recently in high schools. Coaches for high schools implementing SWPBIS often comment on how implementation looks different in high schools and takes longer. This article explores how the high school context (i.e., size of school and organizational culture, developmental age of students) impacts the foundational systems of the SWPBIS framework (i.e., leadership system, communication system, data system) and how coaches and others can take this into consideration when supporting high schools in implementation.
Funding
The development of this article was supported in part by grants from the Institute of Education Sciences, U.S. Department of Education (#R324A070157), and the Office of Special Education Programs (#H326S080003). Opinions expressed herein are the authors and do not necessarily reflect the position of the U.S. Department of Education, and such endorsements should not be inferred.
Additional information
Notes on contributors
K. Brigid Flannery
K. Brigid Flannery is a Senior Research Associate/Associate Professor of Special Education at the University of Oregon. Her research focuses on improving secondary and postsecondary outcomes for students at risk and with disabilities.
Mimi McGrath Kato
Mimi McGrath Kato is a Senior Research Assistant in Special Education at the University of Oregon. Her research interests include improving high school outcomes for youth with disabilities and those at risk through effective data use and implementation of tiered systems.