Effects of PBIS on Attendance and Behavior Outcomes: The Impact of the Missouri Schoolwide Positive Behavior Support (SW-PBS) Initiative

Numerous years of descriptive data and a recent peer-reviewed research article both show the positive effects of implementation on social, emotional, and behavioral outcomes for all students, including students with disabilities.
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Supporting Implementation of PBIS in Charter Schools

Check out a new brief on how state education agencies can support the implementation of Positive Behavioral Interventions and Supports (PBIS) in charter schools.
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PBIS is a Wise Investment of Educational Funding to Improve Student Outcomes

Investing in training, coaching, and implementing PBIS provides an efficient and effective avenue for improving outcomes, while realizing savings many times beyond the cost of implementation.
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Function-Based Support Throughout the Continuum: New Guidance from the U.S. Department of Education

Check out new guidance on function-based support and our five key take aways and main messages from their guidance.
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New Resources for Gun Violence Prevention, Preparedness, Response, and Recovery

June 25th is the second anniversary for the Bipartisan Safer Communities Act (BSCA) to prevent gun violence in schools through better funding of mental health initiatives. Check out our new resources on physical safety measures and how to organize state-level responses.
Physical Safety MeasuresState-level Responses

Supporting Schools During and After Crisis

Supporting States, Districts, Schools, Educators, Families and Students through an MTSS Framework
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Welcome! Get Started with PBIS

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FEATURED RESOURCES

An Introduction to The Interconnected Systems Framework
View the highlights of what will look different when the education and mental health systems are integrated.
An Introduction to The Interconnected Systems Framework
View the highlights of what will look different when the education and mental health systems are integrated.
Enhancing Social Emotional and Behavioral (SEB) Support: A Practical Guide for Selecting and Implementing SEB Programs within a Positive Behavioral Interventions and Support (PBIS) Framework
Enhancing Social Emotional and Behavioral (SEB) Support: A Practical Guide for Selecting and Implementing SEB Programs within a Positive Behavioral Interventions and Support (PBIS) Framework
IES MTSS-B Trial: Key Takeaways for District and State Leaders
This brief reviews the latest randomized controlled trial (RCT) examining effects of PBIS, on a range of student outcomes. We share findings and key takeaways from this new study, in the context of the broader research literature, to guide local educational agency (LEAs) and state educational agencies (SEAs) in their use of MTSS to improve student outcomes.
IES MTSS-B Trial: Key Takeaways for District and State Leaders
This brief reviews the latest randomized controlled trial (RCT) examining effects of PBIS, on a range of student outcomes. We share findings and key takeaways from this new study, in the context of the broader research literature, to guide local educational agency (LEAs) and state educational agencies (SEAs) in their use of MTSS to improve student outcomes.
Integrated Tiered Fidelity Inventory Companion Guide
This guide is intended to support school teams, coaches, and trainers working to focus on cultural responsiveness and support for mental health and wellness within the PBIS framework
Integrated Tiered Fidelity Inventory Companion Guide
This guide is intended to support school teams, coaches, and trainers working to focus on cultural responsiveness and support for mental health and wellness within the PBIS framework
Supporting and Responding to Students’ Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educators
"Supporting and Responding" summarizes evidence-based, positive, and proactive practices that support and respond to students’ social, emotional, and behavioral (SEB) needs in classrooms and similar teaching and learning environments (e.g., small-group activity).
Supporting and Responding to Students’ Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educators
"Supporting and Responding" summarizes evidence-based, positive, and proactive practices that support and respond to students’ social, emotional, and behavioral (SEB) needs in classrooms and similar teaching and learning environments (e.g., small-group activity).
Why Implement Tier 1 PBIS for Students with Disabilities? What Does Research Say?
This brief summarizes empirical research on the effects of Tier 1 PBIS for students with disabilities. In general, when schools implement PBIS with fidelity, students with disabilities experience: (a) improved SEB outcomes and (b) reduced exclusionary discipline (i.e., office discipline referrals, suspensions, restraint, seclusion).
Why Implement Tier 1 PBIS for Students with Disabilities? What Does Research Say?
This brief summarizes empirical research on the effects of Tier 1 PBIS for students with disabilities. In general, when schools implement PBIS with fidelity, students with disabilities experience: (a) improved SEB outcomes and (b) reduced exclusionary discipline (i.e., office discipline referrals, suspensions, restraint, seclusion).

LATEST RESOURCES

2/11/2025
Effects of PBIS on Attendance and Behavior Outcomes: The Impact of the Missouri Schoolwide Positive Behavior Support (SW-PBS) Initiative
2/10/2025
Final Report of the Federal Commission on School Safety
2/6/2025
References for the Evidence of PBIS Effectiveness
2/5/2025
Supporting Implementation of PBIS in Charter Schools
2/4/2025
Tiered Fidelity Inventory (TFI) 3

WHAT IS PBIS?

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based three-tiered framework to improve and integrate all of the data, systems, and practices affecting student outcomes every day. PBIS creates schools where all students succeed. Find out how to get started with PBIS.

TIER 1

Tier 1 practices and systems establish a foundation of regular, proactive support while preventing unwanted behaviors. Schools provide these universal supports to all students, school-wide.

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TIER 2

Tier 2 practices and systems support students who are at risk for developing more serious problem behaviors before those behaviors start. These supports help students develop the skills they need to benefit from core programs at the school.

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TIER 3

At Tier 3, students receive more intensive, individualized support to improve their behavioral and academic outcomes. At this level, schools rely on formal assessments to determine a student’s need.

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WHO ARE WE?

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Funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and the Office of Elementary and Secondary Education (OESE), the Center on PBIS supports schools, districts, and states to build systems capacity for implementing a multi-tiered approach to social, emotional and behavior support. The broad purpose of PBIS is to improve the effectiveness, efficiency, and equity of schools and other agencies. PBIS improves social, emotional, and academic outcomes for all students, including students with disabilities and students from underrepresented groups. Find out how to get started with PBIS.

© Positive Behavioral Interventions & Supports (PBIS)

Please cite as: Center on PBIS (). Positive Behavioral Interventions & Supports [Website]. www.pbis.org.

PBIS

What is PBIS?Why Implement PBIS?Getting StartedTier 1Tier 2Tier 3Interactive Database
of PBIS Research

Topics

Bullying Prevention
Classroom PBIS
Coaching
Crisis Recovery
Data-based Decision Making
District & State PBIS
Early Childhood PBIS
Equity
Family
High School PBIS
Juvenile Justice
Mental Health/Social-Emotional-Behavioral Well-Being
Opioid Crisis and Substance Misuse
Restraint/Seclusion
School Climate Transformation Grant (SCTG)
School-Wide
Students with Disabilities

Resources

Assessments
Blueprints
Briefs for Policymakers
Ebooks & Monographs
Evaluation Briefs
Examples
Materials
Practice Briefs
Practice Guides
Presentations
Video

Forum

PBIS Leadership Forum

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This website was developed under a grant from the US Department of Education, #H326S230002. However, the contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Mohamed Soliman.