Coaches and district leaders can use this brief to support their efforts of aligning and integrating School Mental Health (SMH) and Positive Behavioral Interventions and Supports (PBIS). The experiences of two districts are described to provide context in the application of the Interconnected Systems Framework (ISF).

Educational leaders are firmly committed to detecting students at the first sign of concern for both major disorders of childhood: internalizing (e.g., extremely shy, anxious, withdrawn) and externalizing (e.g., noncompliant, aggressive, disruptive). Input from educators who have been engaged in the universal behavioral screening process contains…

This brief provides district PBIS [positive behavioral interventions and supports] leadership teams a framework to examine school-level fidelity and self-assessment data to guide resource, professional development, and technical assistance decision making.

This guide describes the use of a multi-tiered systems of support (MTSS) framework, like positive behavioral interventions and supports (PBIS), to restart classrooms and schools in a manner that all students, families, and educators are supported effectively, efficiently, and relevantly. This guide is not a primer on MTSS or PBIS. (For a basic…

In this practice brief, we explore feedback from a group of eighth and ninth grade students, families, and educators on what has been challenging, what has been missing, and what is needed during the transition from middle to high school for students with emotional and behavioral disorders. We also discuss the process for gathering stakeholder…

In this practice brief, we describe several current examples of approaches that are aimed at improving outcomes for students entering high school. Additionally, we present strategies to disrupt the negative trajectory for students with EBD, who seldom receive coordinated, individualized supports during the critical transition from middle to high…

The PBIS Framework has demonstrated effectiveness in supporting schools in improving various prosocial outcomes including improved social, emotional, and behavioral skills; increased academic outcomes and attendance; decreased exclusionary discipline (e.g., office referrals, suspensions); and reduced reports of bullying and substance abuse. In…

The ultimate outcome of this work is to support students, families, and educators (includes all school members who collectively support students) during the transitions back to school during and following the global pandemic in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth. This…

Building district capacity for implementing Positive Behavioral Interventions and Supports (PBIS) in high need school districts is challenging. To better understand the level of support needed to successfully implement districtwide PBIS under challenging conditions, the National PBIS Center is conducting several model demonstrations of…