Presentation Abstract
PBIS supports student agency by incorporating elements such as goal setting, personalized support, student input, self-advocacy skills, and leadership opportunities, PBIS helps nurture student agency. It empowers students to actively participate in their own learning, decision-making, and overall school experience. Coupling stakeholder engagement and The Leader in Me program to promote and demonstrate academic achievement, appropriate behaviors, and successful leadership in all areas of daily life.
1. Goal setting and self-monitoring: PBIS often involves setting individualized goals for students and encouraging them to monitor their own progress. This process helps students develop a sense of agency by taking ownership of their goals and tracking their own growth. They become active participants in shaping their behavior and academic success.
2. Personalized support: PBIS emphasizes providing personalized support to students based on their specific needs. By recognizing and addressing individual strengths and challenges, PBIS promotes student agency. Students feel empowered when they receive targeted interventions and resources tailored to their unique requirements.
3. Student input and decision-making: PBIS encourages student involvement in decision-making processes related to behavior expectations and school-wide initiatives. Students can participate in creating and revising the school's behavior matrix, helping them understand and take ownership of the expectations. Their input and involvement contribute to a sense of agency and empowerment.
4. Teaching self-advocacy skills: PBIS often includes teaching students self-advocacy skills, such as effective communication, problem-solving, and conflict resolution. These skills enable students to express their needs, seek support, and advocate for themselves. By fostering self-advocacy, PBIS promotes student agency and prepares them for future success.
5. Student leadership opportunities: PBIS can provide opportunities for students to take on leadership roles within the school community. This may involve peer mentoring, serving on student-led committees, or participating in restorative justice practices. These experiences allow students to actively contribute to shaping the school culture, fostering their sense of agency and responsibility.
Conference Program Description
ROARing from Emerging to Distinguished: Building Resilient School Communities, Fostering Social-Emotional Well-being and Positive Behavior in a Diverse Student Population.
PBIS (Positive Behavioral Interventions and Supports) can contribute to the development of student agency. Student agency refers to the capacity and ability of students to take an active role in their own learning and decision-making processes. Here's how PBIS can support student agency: Goal-setting and monitoring, Personalized support, Student input and decision making, teaching self advocacy skills and student leadership opportunities.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Gilbert, LaShonda W.; Mansfield, Ashleigh K.; and Mayberry, Sarah C., "ROARing from Emerging to Distinguished: Building Resilient School Communities, Fostering Social-Emotional Well-being and Positive Behavior in a Diverse Student Population." (2023). Georgia Association for Positive Behavior Support Conference. 24.
https://digitalcommons.georgiasouthern.edu/gapbs/2023/2023/24
ROARing from Emerging to Distinguished: Building Resilient School Communities, Fostering Social-Emotional Well-being and Positive Behavior in a Diverse Student Population.
PBIS supports student agency by incorporating elements such as goal setting, personalized support, student input, self-advocacy skills, and leadership opportunities, PBIS helps nurture student agency. It empowers students to actively participate in their own learning, decision-making, and overall school experience. Coupling stakeholder engagement and The Leader in Me program to promote and demonstrate academic achievement, appropriate behaviors, and successful leadership in all areas of daily life.
1. Goal setting and self-monitoring: PBIS often involves setting individualized goals for students and encouraging them to monitor their own progress. This process helps students develop a sense of agency by taking ownership of their goals and tracking their own growth. They become active participants in shaping their behavior and academic success.
2. Personalized support: PBIS emphasizes providing personalized support to students based on their specific needs. By recognizing and addressing individual strengths and challenges, PBIS promotes student agency. Students feel empowered when they receive targeted interventions and resources tailored to their unique requirements.
3. Student input and decision-making: PBIS encourages student involvement in decision-making processes related to behavior expectations and school-wide initiatives. Students can participate in creating and revising the school's behavior matrix, helping them understand and take ownership of the expectations. Their input and involvement contribute to a sense of agency and empowerment.
4. Teaching self-advocacy skills: PBIS often includes teaching students self-advocacy skills, such as effective communication, problem-solving, and conflict resolution. These skills enable students to express their needs, seek support, and advocate for themselves. By fostering self-advocacy, PBIS promotes student agency and prepares them for future success.
5. Student leadership opportunities: PBIS can provide opportunities for students to take on leadership roles within the school community. This may involve peer mentoring, serving on student-led committees, or participating in restorative justice practices. These experiences allow students to actively contribute to shaping the school culture, fostering their sense of agency and responsibility.
