Academic Achievement and School-Wide Positive Behavior Supports

School-wide positive behavior supports (SWPBS) is designed to improve learning environments by increasing the (a) amount of time students are in school (e.g., decreased out-of-school suspensions), (b) proportion of minutes students are engaged in instruction, and (c) level of academic engagement of students during instruction. The underlying assumption is that by improving social behavior, schools have more time to deliver effective instruction. However, to date, this assumption has not been fully investigated. The goal of this study was to explicitly examine the impact of SWPBS on school-wide academic achievement. First, a comprehensive review of the SWPBS literature was conducted to determine the impact of SWPBS on academic achievement. Then, a longitudinal state-level analysis of schools implementing SWPBS and propensity score-matched control schools was conducted to identify differential effects. Results indicated little to no relationship between SWPBS alone and school-level academic achievement. Implications, considerations, and future directions are discussed

Academic achievement · Control (management · Longitudinal study · Mathematics education · Propensity score matching · Autism Spectrum Disorder Research · Behavioral and Psychological Studies · Computer Science · Education Discipline and Inequality · Medicine · Psychology

• The impact of trauma-informed practices on academic outcomes of First Nations children

  Open Access•Govind Krishnamoorthy, Ellisa Harrison et al.•Humanities and Social Sciences…•2024

  Incluir item

• Tiers 1 and 2 of a German MTSS

  Open Access•J Nitz, Tobias Hagen et al.•Frontiers in Education•2023

  Incluir item

• Cultural responsiveness, Positive Behaviour Interventions and Supports, and the settler colonial state

  Open Access•Tim Delany, Sophie Rudolph et al.•The Australian Educational…•2025

  Incluir item

• Updating and expanding systematic reviews and meta‐analyses on the effects of school‐wide positive behavior interventions and supports

  Open Access•Ahhyun Lee, Nicholas A Gage•Psychology in the Schools•2020

  Incluir item

• Two-year impact of a universal social-emotional learning curriculum

  Sabina Low, Keith Smolkowski et al.•Developmental Psychology•2019

  Incluir item

• Responding to Bullying Victimization

  Open Access•Michael T Hartley, Sheri Bauman et al.•Journal of Disability Policy…•2017

  Incluir item

• The Datafication of Learning

  Open Access•Ernst D Thoutenhoofd•Studies in Philosophy and Education•2018

  Incluir item

• Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes

  Open Access•Catherine P Bradshaw, Miaisha M Mitchell et al.•Journal of Positive Behavior…•2010

  Incluir item

• Comprehensive School Reform and Achievement

  Open Access•Geoffrey D Borman, Gina M Hewes et al.•Review of Educational Research•2003

  Incluir item

• A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools

  Open Access•Robert H Horner, George Sugai et al.•Journal of Positive Behavior…•2009

  Incluir item

• Altering School Climate through School-Wide Positive Behavioral Interventions and Supports

  Open Access•Catherine P Bradshaw, Catherine D Bradshaw et al.•Prevention Science•2009

  Incluir item

• Reducing Bias in Observational Studies Using Subclassification on the Propensity Score

  Paul R Rosenbaum, Donald B Rubin•Journal of the American…•1984

  Incluir item