New Brunswick is building a province-wide approach to positive behaviour, belonging, well-being, and learning through Positive Behaviour Interventions and Supports (PBIS).

PBIS provides schools with a proactive, evidence-based framework for creating positive, predictable, safe, and inclusive learning environments. In New Brunswick, PBIS is part of a broader commitment to strengthening inclusive education and supporting the social, behavioural, and academic success of all learners.

Our Journey

The New Brunswick Department of Education and Early Childhood Development (EECD) has invested in PBIS for several years, providing funding and support to school districts and developing resources to support implementation in schools.

In 2015, the Anglophone sector released Positive Behaviour Interventions and Supports (PBIS): A Resource Guide for School-Based Teams. Developed in collaboration with school districts, this resource provided schools with guidance for building proactive, schoolwide approaches to behaviour.

In 2021, EECD undertook a review of Policy 322, Inclusive Education. The resulting Moving Forward report identified the importance of building on existing successes and strengthening supports within an inclusive system. This work helped lay the foundation for the development of the PBIS Incubator Initiative.

In the spring of 2022, 63 schools expressed interest in becoming PBIS Incubator Schools. Ten schools, representing a variety of grade configurations and all four anglophone school districts, were selected to begin the initiative.

These original 10 schools have since successfully completed the incubator phase and transitioned to independent implementation, continuing to strengthen and sustain PBIS within their school communities.

Growing the PBIS Network

The momentum created by the original incubator schools has continued to grow.

10 → 131 Schools

Each year, more schools have joined the PBIS network, representing diverse grade configurations and communities across New Brunswick.

This growth reflects a shared commitment to moving beyond reactive responses to behaviour and toward proactive, relationship-centered, inclusive, and evidence-informed practices that support every learner.

What Does PBIS Look Like in a New Brunswick School?

Shared Expectations
Schools develop clear, meaningful expectations that reflect their values, culture, and community.

Explicit Teaching Expectations are intentionally taught, modelled, practised, and reinforced – not simply posted and assumed.

Everyone Plays a Role

Teachers, educational assistants, behaviour intervention mentors, administrators, support staff, families, learners, and community members contribute to a positive school environment. All staff are responsible for knowing and promoting the value-based expectations of the school community.

Relationships & Belonging Staff intentionally build positive relationships and create opportunities for learners to feel connected, valued, and supported.

Positive & Proactive Support When learners struggle, schools respond by re-teaching, supporting, problem-solving, and repairing relationships rather than relying only on consequences.