Integrating Restorative, Trauma-Informed and Cultural Responsive Practices to Propel your PBIS Framework
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.
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.
