This guide shares lessons learned from the past five years working with State Education Agency (SEA) and Local Education Agency (LEA) School Climate Transformation Grantees. SEAs and LEAs are more likely to use SCTG resources
Bullying incidents and other concerning behaviors present educators with significant, immediate challenges in supporting students. Rather than waiting for these behaviors to occur and reacting, we encourage educators to adopt positive and proactive practices to support students and prevent these behaviors from occurring.
This brief discusses the importance of student voice, describes the unique features of high school settings that can make it challenging to include students, and offers strategies to address these barriers.
Students experiencing trauma, such as from public health crises, weather disasters, or other upsetting events, may have been exposed to unpredictable schedules, inconsistent supervision, or food insecurity and desperately need school to be their safest, most predictable, and most positive setting,
Positive Behavioral Interventions and Supports (PBIS) is an evidence-based three-tiered framework to improve and integrate all of the data, systems, and practices affecting student outcomes every day. PBIS creates schools where all students succeed.
Tier 1 practices and systems establish a foundation of regular, proactive support while preventing unwanted behaviors. Schools provide these universal supports to all students, school-wide.Learn More
Tier 2 practices and systems support students who are at risk for developing more serious problem behaviors before those behaviors start. These supports help students develop the skills they need to benefit from core programs at the school.Learn More
At Tier 3, students receive more intensive, individualized support to improve their behavioral and academic outcomes. At this level, schools rely on formal assessments to determine a student’s need.Learn More
Funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and the Office of Elementary and Secondary Education (OESE), the Technical Assistance Center on PBIS supports schools, districts, and states to build systems capacity for implementing a multi-tiered approach to social, emotional and behavior support. The broad purpose of PBIS is to improve the effectiveness, efficiency and equity of schools and other agencies. PBIS improves social, emotional and academic outcomes for all students, including students with disabilities and students from underrepresented groups.