Schoolwide Positive
Behavioral Interventions and Supports


NWSOIL incorporates School-Wide Positive Behavior Support (SW-PBS) into the learning environment; with this integration into the classroom, the underlying theme is teaching behavioral expectations in the same manner as any core curriculum subject. For example, the expectation is that each student embodies Be Safe, Be Respectful, Be Responsible, into their code of conduct. Consistency from class to class and adult to adult is very important for successful implementation of SW-PBS and strong family engagement and empowerment is encouraged for the success of your child.

What is SW-PBIS?

Implementation framework for maximizing the selection and use of evidence-based prevention and intervention practices along a multi-tiered continuum that supports the academic, social, emotional, and behavioral competence of all students.

What is the PBIS Center?

Established by OSERS, U.S. DoE in 1997 to deliver high quality, direct and indirect technical assistance and implementation support to local and state education agencies across the United States and territories.

What do students and educators gain in PBIS schools?

  • All students develop and learn social, emotional, and behavioral competence, supporting their academic engagement.
  • All educators develop positive, predictable, and safe environments that promote strong interpersonal relationships with students through teaching, modeling, and encouragement.

What do students and educators experience?

  • Reductions in major disciplinary infractions, antisocial behavior, and substance abuse.
  • Reductions in aggressive behavior and improvements in emotional regulation.
  • Improvements in academic engagement and achievement.
  • Improvements in perceptions of organizational health and school safety.
  • Reductions in teacher and student reported bullying behavior and victimization.
  • Improvements in perceptions of school climate.
  • Reductions in teacher turnover.

How does PBIS contribute to the development of positive school climate, school safety, and student-educator relationships?

PBIS implementation involves explicitly prompting, modeling, practicing, and encouraging positive expected social skills across settings and individuals. When students are taught to effectively use relevant expected social skills for themselves and with others, school climates are described as more positive, learning environments are designated as safer,