PBIS is an evidence-based framework for selection, use, and implementation of proven practices within a three-tier response structure. 

PBIS supports the academic, social, emotional, and behavioural success of ALL learners and the overall wellness of staff.

The phrase “Positive Behavioral Interventions and Supports” was first coined in the reauthorization of the Individual Disability Education Act, (USA). However, the practices, principles, and systems that characterize PBIS have been described, studied and implemented since the early 1960s and 1970s. PBIS.org has been in place for over 20 years and the PBIS framework is active in the United States, Canada, and internationally. The practices within PBIS have been used successfully in schools and documented in research literature since the 1980s.

PBIS develops local organizational structures (e.g., leadership teams) and implementation capacity (e.g., coaching and data-based decision-making) that enables continuous and local professional development and technical assistance from both district and provincial levels.

PBIS develops preventive supports to enhance and align with the procedures outlined in individual school matrixes, school handbooks, codes of conduct and district/provincial policies.

PBIS practices and systems are aligned with, and integrated into, academic instruction, professional development, school improvement goals, etc. (RTI: Response to Intervention Framework)

PBIS establishes a continuum framework that guides alignment and integration of practices aligned with prioritized student outcomes that are culturally supportive of our changing learner/staff demographics. PBIS provides the systems and organizational structure that align with social emotional learning, restorative practices, and other proven practices.