Academic Scientific JournalsFrom reactivity to prevention: systemic student behawior support in the PBIS model as a response to contemporary educational challenges
DOI:
https://doi.org/10.26881/ndps.2025.54.12Keywords:
problem behaviors, PBIS, prevention, teacher support, school climate, behavioral interventionAbstract
Problem behaviors among students, particularly acts of aggression and peer violence, pose a significant challenge for contemporary schools. These issues not only disrupt the learning environment but also contribute to teacher burnout and the declining motivation to remain in the profession. In Polish schools, educators often report a lack of practical skills to handle difficult behavioral situations effectively, along with insufficient institutional support. One promising evidence-based approach to address these concerns is the PBIS (Positive Behavioral Interventions and Supports) framework. PBIS is a systemic model of prevention and intervention that operates on three levels: universal (for all students), targeted (for groups requiring additional support), and individualized (for students with significant behavioral needs). This model promotes a safe, predictable, and supportive school environment while reducing negative behaviors and fostering positive peer relationships. The article discusses the foundational principles of PBIS, its key components, and empirical evidence supporting its effectiveness in improving school functioning, reducing violence, and enhancing student well-being. It also emphasizes the need for adapting and implementing PBIS in Polish schools as a response to the growing behavioral challenges and the increasing demand for systemic teacher support.
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