I recently mentioned to a colleague engaged in a school design process that I thought Culturally Responsive Positive Behavioral Interventions and Supports (CRPBIS) was the most promising strategy around today for establishing a positive school culture while increasing student, family, and community agency. In this post, I expand on that idea a bit by contrasting CRPBIS with other leading school behavior models, briefly describe the CRPBIS process, and discuss its implications for student, parent, and community agency within a public K-12 School context.
School-Wide Positive Behavior Interventions and Supports (SWPBIS)
Particularly when combined with social-emotional learning (SEL) and considering ecological conditions [aspects of the school and community environment that can affect student behavior, including establishing quality learning conditions], School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is an effective approach towards establishing and maintaining a positive school climate. (1) In SWPBIS, students across a school system are taught what good behavior looks like and teachers across the system are supported in reinforcing and gaining compliance.(2)
Culturally agnostic designs lead to disparities
Racial disparities persist even within SWPBIS schools. While research in this area is limited, there is evidence that when compared to their peers, historically marginalized students experience more exclusionary disciplinary actions. (3) We know race and culture are not neutral when it comes to school discipline.(4) Culturally agnostic designs invariably represent the beliefs and values of those in positions of power to make decisions and implement designs, leading to inequitable outcomes for marginalized populations. New designs are necessary that invite diverse school and community stakeholders to identify and address problems in an iterative and ongoing process of system improvement and transformation. CRPBIS does this. It blends best practices of SWPBIS through locally-developed designs co-created with diverse school and community stakeholders.
Culturally Responsive Positive Behavior Interventions and Supports (CRPBIS) include diverse school and community stakeholders to co-create local solutions
In contrast to prior models, CRPBIS seeks to be responsive to and utilize the wealth of cultural diversity that students bring to the school system by forming ‘learning labs’ that include students, parents, and school community stakeholders in critical reflection using data to identify problems and co-develope local solutions and lead system transformation.(5) CRPBIS outlines is a process that includes students and families as co-designers in establishing a positive school culture and desired behaviors. In practice, CRPBIS classrooms are more student-centered, less based on compliance, and more grounded in participatory design and co-creation of learning plans.
CRPBIS is a process to improve school cultures and increase stakeholder agency
Likely results from engaging in the CRPBIS process extends beyond a positive school culture and learning environment. The process itself builds connections between the school, home, and community. The process increases the power of students and families while improving the school environment and moving the school system towards a more equitable future.
References
(1) Osher, D., Bear, G. G., Sprague, J. R., & Doyle, W. (2010). How can we improve school discipline?. Educational Researcher, 39(1), 48-58. Chicago
(2) Sugai, G., & Horner, R. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child & Family Behavior Therapy, 24(1-2), 23-50.Sugai, G., & Horner, R. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child & Family Behavior Therapy, 24(1-2), 23-50.Chicago
(3) Vincent, C. G., Sprague, J. R., Pavel, M., Tobin, T. J., & Gau, J. M. (2015). Effectiveness of schoolwide Positive Behavior Interventions and Supports in reducing racially inequitable disciplinary exclusion. Closing the school discipline gap: Equitable remedies for excessive exclusion, 207-221.
(4) Skiba, R. J., Horner, R. H., Chung, C. G., Rausch, M. K., May, S. L., & Tobin, T. (2011). Race is not neutral: A national investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40(1),
(5) Bal, A., Thorius, K. K., & Kozleski, E. (2012). Culturally Responsive Positive Behavioral Support Matters. Tempe. Retrieved from http://crpbis.org/documents/CRPBIS Brief_Bal et al_2012.pdf