Teachers’ Perceptions of the Effectiveness of Positive Behavior Intervention and Supports (PBIS) for Title 1 Schools: A Qualitative Phenomenological Study
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Authors
Fouse, Kayla
Issue Date
2026-01
Type
Dissertation
Language
en
Keywords
equitable disciplinary practices , exclusionary discipline , PBIS
Alternative Title
Abstract
The disproportionate use of exclusionary discipline practices against African American students contributes significantly to the preschool-to-prison pipeline, highlighting the need for equitable alternatives. Positive Behavioral Interventions and Supports (PBIS) has been promoted as a framework for reducing exclusionary practices by emphasizing prevention, consistency, and equity. This qualitative phenomenological study explored teachers’ perceptions of PBIS implementation, its effectiveness in addressing disproportionate discipline, and the challenges that limit its fidelity. Semi-structured interviews with 8 preschool teachers from Title 1 schools were analyzed thematically using MAXQDA software and implementation science as a guiding framework. Findings revealed that teachers valued PBIS interventions and incentives as tools for prevention but noted inconsistent implementation across classrooms, insufficient resources and staffing, and a lack of culturally responsive professional development. Teachers also emphasized the ongoing disproportionate impact of exclusionary discipline on students of color, describing their roles as navigating bias, advocating for fairness and collaborating with colleagues to strengthen equity through PBIS. Implications for practice include the need for ongoing professional learning centered on equity, and collaborative engagement among educators. The study contributes to the literature by elevating teacher voices in understanding the complexities of PBIS implementation and by highlighting the conditions necessary for PBIS to fulfill its potential as a tool for equity in discipline and as a means of disrupting the preschool-to-prison pipeline.