| There are many challenges faced by rural school communities in the Pacific Northwest. Problems such as social isolation, poverty, limited resources, and the disappearance of traditional industries such as, timber production, farming and forest service professions are often reflected in local school culture. While rural schools pose interesting challenges, there are limited studies that explore the experiences and perceptions of staff sustaining multi-tiered systems of support (MTSS) such as positive behavior interventions and support (PBIS). The purpose of this phenomenological study is to examine the perceptions and experiences of administrators, teachers, specialists and support staff at a rural elementary school in the Pacific Northwest sustaining PBIS. The aim of the study is to provide a thorough description of lived experiences from staff in relation to their school practices context, local history, general practices, and cultural nuances associated to working in a rural elementary school. |
