Aiming to convince the school principal of the importance of school-wide positive behavioral support (SWPBS), I and the other teachers would explain the importance of educating scholars with positive attitudes without the fear of strict laws and restrictions. The principal should see the list of school students having substantial problems with behavior and strategies implemented toward them. The office referrals list can help identify the number of behavioral episodes the same students do, which means traditional methods of educating students with manners and social norms are barely working (Shepherd & Linn, 2014). Moreover, providing intensive individual support to those with the most obstacles might help adapt such students to the school environment and enhance their performance outcomes from both short- and long-term perspectives (Borgen et al., 2021). With SWPBS, students become more education-oriented and have fewer chances to get involved in youth crime.
Persuading fellow teachers of the importance of SWPBS, I would identify with the pupils in their classes that refuse to follow school laws and norms. Then, I would ask my colleagues what methods they had already tried and if they were helpful. Most likely, the issues with behavior in childhood and adolescence are complicated, long-lasting, and hardly controlled by school educators. However, a teacher should aim to extend a helping hand to each pupil that struggles to concentrate and learn to behave acceptably in the environment. Including an emotional support system in SWPBS can help foster children’s conduct and help them emotionally by reducing some mental health tensions (Weymeis, Van Leeuwen & Braet, 2019). The teacher should be the one that educates positivity, acceptance, and support and leads pupils to a better path.
Borgen, N. T., Raaum, O., Kirkebøen, L. J., Sørlie, M. A., Ogden, T., & Frønes, I. (2021). Heterogeneity in short- and long-term impacts of School-Wide Positive Behavior Support (SWPBS) on academic outcomes, behavioral outcomes, and criminal activity. Journal of Research on Educational Effectiveness, 14(2), 379-409.
Shepherd, T. L., & Linn, D. (2014). Behavior and classroom management in the multicultural classroom: Proactive, active, and reactive strategies. SAGE Publications.
Weymeis, H., Van Leeuwen, K., & Braet, C. (2019). Extending School-Wide Positive Behavior Support (SWPBS) with emotional support systems. Social Science Protocols, 2, 1-16.