Most teachers aren’t looking for another behavior theory—they need practical strategies that work in real moments, like during second period when a student won’t stop blurting, or right after lunch when the class energy is off the charts. That’s where Positive Behavior Interventions and Supports (PBIS) can make a difference—not as a program to “manage” students, but as a structure to support them.
When PBIS is done well, it’s proactive, not reactive. Instead of trying to fix problems after they happen, it focuses on setting students up for success from the start. It’s about making expectations visible, helping students understand what success looks like, and giving everyone—including staff—a shared language to work from.
PBIS should be schoolwide, not siloed to a few classrooms. That means teaching behavior explicitly, the same way we teach academic skills. It also means defining expectations clearly across every space students move through—hallways, the cafeteria, the bus—not just the classroom. “Be respectful” isn’t enough—it needs to be defined in concrete terms. If students can interpret it in multiple ways, it’s not clear enough to guide behavior.
A core PBIS framework uses three tiers:
- Tier 1 is universal—every student is taught the same expectations.
- Tier 2 is targeted—small group supports, refreshers, or reteaching as needed.
- Tier 3 is individualized—interventions that go deeper, like behavior plans or check-ins with a counselor.
But, interventions don’t always need to be big or time-consuming. Sometimes, it’s a sticky note with a reminder, a two-minute check-in after class, or a quiet signal that helps a student self-regulate. These small moments still count as teaching—and often, they’re the ones that stick. It deserves the same instructional approach as reading or math.
When a student acts out, it’s often not about defiance. It’s communication. The real question is: what are they trying to say? Addressing the root cause—whether it’s a need for attention, connection, or support—helps move the moment from frustration to understanding. And for students who are impulsive or emotionally overwhelmed, the most helpful interventions are often physical and concrete: a band to bounce their foot on, something to fidget with, or an agreed-upon signal that says “I see you.”
This isn’t an add-on. It’s real teaching—the kind that builds trust, reinforces expectations, and supports every student. And the truth is, it’s already happening in classrooms every day. We just need to recognize it, name it, and keep doing more of what works.
If you want to hear what this looks like in practice, listen in as Keely Keller and Shannon Rice talk with Dr. Wendy Amato on Teaching Channel Talks.
