Schoolwide positive behavioural interventions and supports and human rights: transforming our educational systems into levers for social justice

Abstract

Positive behaviour support and schoolwide positive behavioural interventions and supports (PBIS) emerged in response to the misuse of behavioural theory and ableism in educational systems. Yet even with these advances, inequitable outcomes based on ability and race persist. The purpose of this article is to describe an equity-centred schoolwide PBIS approach that harnesses behavioural theory and the PBIS framework to focus specifically on systems change to lead to equitable outcomes. There is emerging evidence of promise for increasing racial equity in student outcomes, and implications and suggestions are provided to increase equity by disability status. In providing practitioners with clear steps to reduce ableism and racism in educational systems, this line of research stands to benefit all students and families.

Keywords:

• Positive behaviour support
• behaviour analysis
• social justice
• prevention
• disability rights
• equity
• culture

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A1800027 to the University of Oregon. The opinions expressed are those of the authors and do not represent views of the Institute, Office, or the U.S. Department of Education.