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Many American students are subject to adverse effects of complex and chronic childhood trauma resulting in gaps within social-emotional competencies. This case-study research examined the impacts of one research- based proactive approach to student behaviour using Positive Behavior Interventions and Supports (PBIS), Second-Step Learning Curriculum, and staff trauma-informed/ACES training in one Midwest rural Kansas Elementary School. The over-arching research question was, What are the impacts of implementing Positive Behavior Intervention and Supports (PBIS) system, in conjunction with the Second Step Social-Emotional Learning Curriculum? Three sub-questions emerged: 1) What is the impact of PBIS and SEL Curriculum on disciplinary referrals? 2) How is PBIS/SEL affecting teaching/learning? and 3) How is PBIS/SEL affecting building climate/morale? Data collection and analysis included: Skyward-in-school/out-of-school suspensions; a Likert scale staff-questionnaire on PBIS and Social-Emotional Learning Curriculum (Second Step) implementation; staff open-ended questionnaire; principal interview and researchers’ critical reflections. Analysis of ODRs data from the academic years (2015-2018) indicate a decrease of in-school/out-of-school suspensions. Data collection received a 78.6% response rate. Results confirmed 93% of staff agree or strongly agree that students understand the Trailway Ticket System (Tier 1 PBIS intervention that reinforces positive student behaviors indicated on the building matrix), while 87% of staff agree or strongly agree they understand and consistently enforce the incentive/Tier 1 system. 74% of staff reported a positive school climate, and 60% reported strong/positive teacher morale. Findings suggest more resources for optimal program implementation to continue student success. |
