Positive Behavior and Social Emotional Learning

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Using various teaching strategies helps teachers create a positive and supportive learning environment that improves student outcomes and overall well-being. Positive Behavior Interventions and Support (PBIS) and Social Emotional Learning (SEL) are some of these strategies. Although both strategies aim to maintain students’ mental and emotional states, they have significant differences. Therefore, this paper will describe the features of using these strategies and the possibilities of their implementation to improve the learning environment.

The main difference between PBIS and SEL is that social-emotional learning is aimed at changing behavior and supporting students’ mental health in the long term. The SEL helps students learn the general skills of “to recognize and manage emotions, develop caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively” (Casel, n.d., para.1).

On the other hand, PBIS are more often used to correct behavior and intervention by teachers when needed. Applying this strategy is necessary when conflicts or problems arise during the educational process. However, both of these practices are based on the statement “that students learn best in a safe and well-managed learning environment” (Casel, n.d., para.5). Therefore, for a more noticeable effect on the psychological well-being of students and their learning achievement, it is optimal to use these two strategies.

Implementing the PBIS strategy has significant positive results for students, teachers, and educational institutions. First, students feel less stress and pressure, can identify their emotions, and determine the cause of their occurrence. It, in turn, makes them mentally stable and strengthens social bonds with peers and school staff. In addition, Pas et al. (2019) note that the use of this strategy leads to “lower rates of suspension and truancy and higher rates of achievement” (p.13). Thanks to these changes, it becomes easier for teachers to interact with students, affecting the school’s status.

The Positive Behavior Interventions and Support strategy is complex and consists of several elements, each of which must be taken into account for its effective implementation. First, these strategies include “data for decision making” (California PBIS Coalition, n.d., para.1). Secondly, on the basis of factual information, it is necessary to develop behavioral practices for implementation in an educational institution. Developing these practices requires thoroughly analyzing the available information about previous experience in using Positive Behavior Interventions and Support strategies. In addition, it is necessary to consider the specific conditions and situations in the educational institution and the individual needs and characteristics of the students.

Moreover, it is necessary to establish a system for measuring and evaluating the results of the strategy. The California PBIS Coalition (n.d.) recommends regular screening and monitoring student performance and progress. Based on the regular evaluation of the results of the implementation of the strategy, it is possible to observe the dynamics of its impact on students and make adjustments in accordance with their needs. Since PBIS is often needed to solve problems and make decisions in specific situations, the practices used can change and transform.

Implementing PBIS is possible by using different methods to make it more comfortable for students and teachers. However, this process requires “the adoption or implementation of social-emotional curricula, either freely or commercially available” (Barrett et al., 2018, p.2). These curricula should consider the goals and objectives the school wants to achieve as a result of implementing PBIS and SEL strategies. In addition, Barrett et al. (2018) note that in the early stages of implementing strategies, it is best to do so through teams. At the same time, it is not necessary to form new groups but rather to provide existing commands “with the authority and support to implement a comprehensive approach to improve social-emotional and behavioral competencies” (p.3).

The teacher’s task in such conditions is to moderate relations within the team and provide them with the necessary information to promote the development of social interactions and maintain the emotional state of the students. Furthermore, the teacher can act as an instructor responsible for introducing new practices and teaching students new skills. In addition, the teacher must constantly assess the students’ progress and adapt the strategy depending on the situation.

Even though at the initial stages of implementing PBIS and SEL strategies, practices and approaches can be universal for all students, the ideal option would be to develop individual practices and approaches for each student. Foremost, it is necessary to develop individual programs and practices for students who require exceptional emotional and social support (California PBIS Coalition, n.d.). In addition, the unique needs of students served through Individualized Education Programs must be taken into account, as they do not always have the opportunity to interact effectively with their peers. In addition, Pas et al. (2019) note that the longer a strategy is applied, the more obvious its results become. Therefore, new students also need an individual approach to help them quickly adapt to the new learning environment.

Thus, Positive Behavior Interventions and Support and Social Emotional Learning strategies are among the possible ways to ensure students’ psychological and emotional well-being. It, in turn, contributes to improving students’ social skills, building relationships with peers, and improving academic performance. Although there are general recommendations for implementing these strategies in the educational process, the implemented practices must be developed individually for each school, considering the needs of students.

References

Barrett, S., Eber, L., McIntosh, K., Perales, K., & Romer, N. (2018). Teaching Social-Emotional Competencies within a PBIS Framework. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Web.

California PBIS Coalition (n.d.). Elements of PBIS. Web.

Casel (n.d.) Social and Emotional Learning and Positive Behavioral Interventions and Support. Web.

Pas, E. T., Johnson, S. R., Debnam, K. J., Hulleman, C. S., & Bradshaw, C. P. (2019). Examining the relative utility of PBIS implementation fidelity scores in relation to student outcomes. Remedial and Special Education, 40(1), 6-15. Web.

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Positive Behavior and Social Emotional Learning

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