How Positive Behavioral Supports and Social-Emotional Curriculum Impact Student Learning

Abstract

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 researchbased 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.

Issues in Statewide Scale up of a Multi-Tiered System of Support

“…Behavioral and SEL programs similarly adopt evidence-based instructional systems and practices with positive proactive teaching, and they utilize data to prevent academic or social failure (Cook et al, 2015). Evidence supports effective behavior and SEL within MTSS at the universal level or core instructional level (Albrecht & Brunner, 2019;Cook et al, 2015;Cressey, 2019). These studies suggest that when SEL instruction and support are well integrated within the components of MTSS (e.g., screening, progress monitoring, fidelity, tiered levels of support, data-informed decisions), the system can effectively build SEL competencies in students.…”

Building capacity for implementing the CASEL, SEL framework in grades 4 & 5 of a Title I district using: an action research study

“…Curriculum support indicates the resources, materials, guidance, and assistance provided to educators to help them effectively implement a curriculum (Albrecht & Brunner, 2019;Top et al, 2016). This support included various forms, digital text, suggestions for SEL in lesson plans, teaching aids, professional development workshops, online resources, and educator guidance with reflective suggestions.…”

Re-engaging latinx English learners in middle school: an action research study

“…There is a huge demand from major research centers and communities for state and local curriculums to focus on developing adolescents' social and emotional skills, along with cognitive and literacy skills (Busey & Russell III, 2016;Fredricks et al, 2019;Margolius et al, 2020;WHO, 2014). This is due to several troubling statistics that show increases or maintained levels of poor behavior in school, general poor decision-making, and mental health issues (Albrecht & Brunner, 2019;WHO, 2014). These have been associated with poverty, limited access to support in schools, and segregated neighborhoods (MENTOR, 2021;Todorova et al, 2012).…”

“…In addition, newly immigrated students have demonstrated poor behavior and mental health issues when they experience migration traumas and separation from family (APA -Immigration, 2012; MENTOR, 2021; Potochnick & Perreira, 2010). In theory, social and emotional skill development should support students dealing with these challenges and other assortment of experiences by developing interpersonal skills, a strong sense of self, a sense of belonging, emotional and behavioral management, resilience, and empathy (Albrecht & Brunner, 2019;Brown et al, 2012;Busey & Russell III, 2016;Chung & McBride, 2015;Fredricks et al, 2019;Plumb et al, 2016;Reyes & Elias, 2011;Zins et al, 2004). Each of these skills, especially when developed in combination, have directly and indirectly impacted academic success by influencing cognitive, behavioral, emotional, or social engagement (Albrecht & Brunner, 2019;Busey & Russell III, 2016;Fredricks et al, 2019;Margolius et al, 2020;Wang et al, 2019).…”

“…Research has shown that marginalized students are more likely to disengage and be less academically successful in schools where students' cultures and/or languages have not been interwoven or appreciated within curricula and school environments (Albrecht & Brunner, 2019;Cavazos-Rehg, & DeLucia-Waack, 2009;Lund Dean & Jolly, 2012;Martinez Jr. et al, 2004). This trend was observed with the elimination of all dual language programs in Massachusetts school prior to the L.O.O.K Act.…”