School Community Journal
This study analyzes the implementation of schoolwide positive behavior interventions and supports (SWPBIS) for the staff of one middle school that implemented SWPBIS during a districtwide strike and school merger. The researchers developed a qualitative case study based on focus groups and interviews with the staff who remained at the school following the merger. Analysis focuses on the nuances of supporting a school implementing SWPBIS during a season of anxiety-producing events. Systems theory is used both to identify the possible benefits of implementing SWPBIS during challenging seasons and to describe nuances for coaching schools during the SWPBIS process. Results indicate that SWPBIS implementation may provide much-needed support for staff during times of anxiety. Additionally, the findings suggest that systems theory components should be considered to ensure more effective implementation to strengthen a school community during seasons of high stress.
Bohanon, Hank; Wahnschaff, Ashley; Flaherty, Paul; and Ferguson, Kelly. Leading Schools Under Pressure: Considerations of Systems Theory and Schoolwide Positive Behavior Support Efforts During School Actions. School Community Journal, 28, 1: 195-216, 2018. Retrieved from Loyola eCommons, School of Education: Faculty Publications and Other Works,
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
© Academic Development Institute 2018