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Published Jun 30, 2022

Caroline Deltour

Dylan Dachet

Ariane Baye  

Abstract

School-Wide Positive Behavior Interventions and Supports is a framework that aims to improve school culture and climate, students’ behavior and attendance. As the program is largely spreading, comparative studies showing its efficacy on students’ outside the United States are needed. In addition, there is a need for studies examining SWPBIS effects on school climate from all the stakeholders’ point of view, especially students and parents. Moreover, few researches used comprehensive questionnaires including the three main components of school climate: engagement, safety and environment. The purpose of this study is twofold: investigate the SWPBIS implementation feasibility in a French speaking European country and measure implementation effects on school climate and absenteeism. Using a quasi-experimental design, the current study investigates the impact of SWPBIS implementation in elementary and secondary high-need schools (n intervention schools = 4, n control schools = 5). Findings show positive effects for all stakeholders on different components of school climate. Effects on absenteeism are mixed. Implications and limitations are discussed.

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Keywords

SWPBIS, Quasi-Experiment, School Climate, Absenteeism, High-Need Schools

Supporting Agencies

The research project reported here was funded grant number 166 P / 18 from the Ministry of Education of Belgium - Administration générale de l’enseignement en Fédération Wallonie-Bruxelles -Pacte pour un Enseignement d’excellence. The opinions expressed here are those of the authors and do not represent views of the Ministry of Education.

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How to Cite
Deltour, C., Dachet, D., & Baye, A. (2022). Cultural Fit and the Effects of School-wide Positive Behavior Interventions and Supports in High-Need Schools: A Quasi-Experimental Study . Science Insights Education Frontiers, 12(1), 1611–1642. https://doi.org/10.15354/sief.22.or057
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Original Article