Integrating Restorative, Trauma-Informed and Cultural Responsive Practices to Propel your PBIS Framework
First Presenter's Institution
Clayton County Public Schools
First Presenter's Brief Biography
Dr. Michele F. Flowers attended Howard University, Washington DC, and is an alumnus of Hofstra University, Hempstead New York, Georgia College, Milledgeville, and the University of Sarasota, Florida. Her background in psychology, special education, and behavior disorders has helped her to be a leader in the MTSS, Behavior, and Intervention World. She has 32 years of experience as a teacher on every level (special and regular education), Reading Specialist, Behavior Specialist, Educational Diagnostician, Special Education Coordinator, District PBIS and School Discipline Coordinator, Pre-K/School Principal, Principal K-8, and Professional Learning Instructor. She is also a Certified National Classroom Management and Restorative Practices Trainer/Instructor. She currently works for Clayton County Public Schools and serves as Coordinating Supervisor of Student Discipline, Prevention, and Intervention, PBIS External Coach, and Professional Learning Instructor.
Document Type
Event
Primary Strand
Positive Behavior Interventions and Support
Relevance to Primary Strand
PBIS is not effectively implemented without building relationships and being culturally responsive and trauma-sensitive. Increasingly, the benefits of integrating practices that support healthy climates and cultures within school systems are recognized. The Positive Behavioral Intervention and Supports (PBIS) framework provides a solid foundation to integrate prevention practices such as Trauma-Informed Care, Cultural Responsive Teaching, and Restorative Practices. Trauma can sometimes be the root cause for a child adopting socially unacceptable behaviors in school, home, and community settings. Integrating prevention practices into a current school-wide PBIS implementation can promote stronger application and generalization of skills for students and adults.
Alignment with School Improvement Plan Topics
Climate and Culture
Brief Program Description
PBIS is not effectively implemented without building relationships and being culturally responsive and trauma-sensitive. Disciplinary procedures, behavioral lesson plans, and reward systems should reflect students’ and families’ perspectives, and evidence of students’ cultures should be readily observed. Integrating prevention practices into a current school-wide PBIS implementation can promote stronger application and generalization of skills for students and adults.
Summary
PBIS is not effectively implemented without building relationships and being culturally responsive and trauma-sensitive. Increasingly, the benefits of integrating practices that support healthy climates and cultures within school systems are recognized. The Positive Behavioral Intervention and Supports (PBIS) framework provides a solid foundation to integrate prevention practices such as Trauma-Informed Care, Cultural Responsive Teaching, and Restorative Practices. Trauma can sometimes be the root cause for a child adopting socially unacceptable behaviors in school, home, and community settings. Acknowledging the possibility that a student is acting out in response to adult-caused pain or other factors beyond their control, rather than from malicious intent, can help lead to more supportive and effective responses. Additionally, a student’s unique cultural and learning experiences should be used as the starting point for establishing expected behaviors and learning goals, not an afterthought. School personnel should work to provide opportunities where culturally-based behaviors and language are used and respected. It is much more than an occasional expression of appreciation for diversity. Disciplinary procedures, behavioral lesson plans, and reward systems should reflect students’ and families’ perspectives, and evidence of students’ cultures should be readily observed. Integrating prevention practices into a current school-wide PBIS implementation can promote stronger application and generalization of skills for students and adults.
Evidence
District, state, and federal policymakers have pressed for more constructive alternatives that foster a productive and healthy instructional climate without depriving large numbers of students the opportunity to learn (Skiba and Losen, 2016, p. 4). These approaches include RP, as well as integrating SEL into school practices and the curriculum.
Many teachers report that the job of managing classroom behaviors is a struggle (Simonsen & Myers, 2015). A critical aspect of learning to manage behaviors in the classroom is teachers’ abilities to acquire enduring social and emotional competence with a sense of mindfulness, like having eyes in the back of their head (Postholm, 2013). Furthermore, the skill of knowing one’s self and intentionally getting to know the lived experiences of students is the beginning of creating a culture for learning where all students feel safe to participate, engage, and grow (Singleton & Linton, 2005). Misbehavior is rarely present in this type of learning environment. Many scholarly studies indicate a positive correlation between academic achievement and classroom management (Losen, 2013). That is, when children are engaged, less distracted, and value learning they grow academically, emotionally, and socially.
Learning Objective 1
explore some of the principles of Trauma-Informed Care and how they complement the primary ideas behind PBIS.
Learning Objective 2
learn how the integration of restorative practices and culturally responsive teaching can improve PBIS implementation.
Learning Objective 3
practice using SEL, Trauma, and Culturally sensitive approaches through a classroom circle.
Recommended Citation
Flowers, Michele, "Integrating Restorative, Trauma-Informed and Cultural Responsive Practices to Propel your PBIS Framework" (2023). Southeast Conference on School Climate. 62.
https://digitalcommons.georgiasouthern.edu/secsc/2023/2023/62
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Integrating Restorative, Trauma-Informed and Cultural Responsive Practices to Propel your PBIS Framework
PBIS is not effectively implemented without building relationships and being culturally responsive and trauma-sensitive. Increasingly, the benefits of integrating practices that support healthy climates and cultures within school systems are recognized. The Positive Behavioral Intervention and Supports (PBIS) framework provides a solid foundation to integrate prevention practices such as Trauma-Informed Care, Cultural Responsive Teaching, and Restorative Practices. Trauma can sometimes be the root cause for a child adopting socially unacceptable behaviors in school, home, and community settings. Acknowledging the possibility that a student is acting out in response to adult-caused pain or other factors beyond their control, rather than from malicious intent, can help lead to more supportive and effective responses. Additionally, a student’s unique cultural and learning experiences should be used as the starting point for establishing expected behaviors and learning goals, not an afterthought. School personnel should work to provide opportunities where culturally-based behaviors and language are used and respected. It is much more than an occasional expression of appreciation for diversity. Disciplinary procedures, behavioral lesson plans, and reward systems should reflect students’ and families’ perspectives, and evidence of students’ cultures should be readily observed. Integrating prevention practices into a current school-wide PBIS implementation can promote stronger application and generalization of skills for students and adults.
