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Journal of Educational and Psychological Consultation


The quality of a school’s social environment is critically related to student outcomes, including academic performance, attendance, student behavior, and high school completion rates. New Hampshire engaged in a dropout prevention initiative between 2006 and 2012 that focused on implementation of the multi-tiered Positive Behavioral Interventions and Supports (PBIS) framework combined with an intensive, student-driven school-to-adult life transition intervention for the highest-need youth. This paper presents a case study of how one high school in the New Hampshire dropout prevention project implemented PBIS at all three tiers of support: school-wide, targeted, and intensive. The case study includes a description of practices implemented by the school, school and student level outcomes pre- and post-implementation, and successes and challenges experienced by the school staff. The discussion ends with recommendations for practice and research of PBIS implementation in high schools.


This is an Accepted Manuscript of an article published by Taylor & Francis in the Journal of Educational and Psychological Consultation, 2017, available online

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Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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