Implementation of PBIS in an Icelandic Municipality: School Administrators’ Perspectives

Abstract

To meet the needs of all students it is important that schools implement effective and strategic methods for creating a positive school environment. Training school staff in using evidence-based methods to promote the well-being of all students is vital. One such method, Positive Behavior Interventions and Supports (PBIS), has been used in Iceland for over 20 years, with earlier studies documenting its benefits and effectiveness. The aim of this study was to review the status of PBIS implementation in one municipality in Iceland and to examine whether and how the program has been sustained since its initial implementation two decades ago. Notably, PBIS was implemented in this municipality following rigorous implementation of Parent Management TrainingOregon Model (PMTO), an evidence-based intervention for parents and caregivers to support their children’s adjustment. As such, support services for schools on one hand, and families on the other, were carefully aligned in this community. In the current study, PBIS staff training, coaching, and quality control, as well as the adequacy of project support and resources, were investigated using qualitative research methods. Participants, who included five school administrators selected based on their vast experience using purposive sampling methods, shared their views via semi-structured interviews. All participants had substantial PBIS experience as part of their work in one or more schools within the municipality. Interviews were conducted via an online meeting platform (Microsoft Teams) and data were analyzed using Braun and Clarke’s six-phase thematic analysis approach. Four themes were identified and labeled as follows: 1) Strategic practices skillfully guided by steering group; 2) Efforts to sustain school staff knowledge lack municipal support; 3) Quality evaluations and assessment, and then what?; and 4) Diminished support despite hopes and future aspirations. Results revealed that all schools have successfully continued PBIS implementation since its initiation. School staff has gained significant knowledge regarding PBIS and they view it as a good option for meeting all students’ needs. Nonetheless, the present findings also reflect a “cry for help”, in that participants indicated that program support and maintenance, as well as a future vision for PBIS in the municipality are inadequate. Coaching, training, and guidance for staff, administrators, and teams is entirely led and organized by each school. Based on participant responses, the municipality’s only involvement includes organizing the assessment of PBIS implementation fidelity using the SET tool; however, followup regarding assessment data seems to be lacking. The current results underscore the challenge faced by the municipality in preserving PBIS knowledge gained by the school community, and in future development of the program. Should the school community be interested in responding to the findings of this study, several practical suggestions, based on best practices, are made. These include: a) reinstating a centralized PBIS steering group, with staff members from the schools as well as the municipality to allow for greater implementation oversight; b) increasing PBIS funding (e.g., for materials and salaries); c) guaranteeing continuing professional development and training for new school staff regarding PBIS; d) offering rigorous consultation and supervision within each school (e.g., for classroom management) as well as ensuring parents are involved and informed regularly; e) enhancing quality and fidelity assessment practices, using valid and reliable evaluation tools, with consistent follow-up; f) strengthening collaborative efforts, for example by partnering with researchers both nationally and internationally regarding training, as well as the involvement of the larger school community; g) allowing for greater dissemination of PBIS outcomes, both within and outside the municipality, especially within each school and to parents, using various means (e.g., online, in meetings with parents and staff, etc.); h) increasing PBIS visibility to maintain positivity and interest within the community. The schools are commended for their efforts to sustain PBIS despite the many challenges they face