| Creating an optimal learning environment has become a necessity with the reauthorization of No Child Left Behind and the Race to the Top challenge. This qualitative study was conducted to develop an understanding of the perceptions of stakeholders in three successful Maryland schools on the influence of Positive Behavior Interventions and Supports and the academic achievement and educational environment of adolescents. Analysis was completed through interviews, focus group discussions, the collection of artifacts, and the analysis of field notes. Through this qualitative method, five themes emerged: support for a caring environment, support for the learning process, motivation, governance of behavior, and structure for teachers.;The findings indicate that PBIS is influencing achievement and the educational environment of adolescents. PBIS strategies create an environment of known expectations for all members of the educational community through a consistent reinforcement of expectations. A positive climate with minimal behavioral disruptions allows teachers to plan and execute highly involved, enriching lessons that mirror the recommendations of the National Middle School Association. Administrative support, program leadership, and ongoing professional development is a necessity to keep staff members excited about the PBIS program, helping to create a positive environment which leads to academic achievement. Lastly, this study found that schools must find a better means of involving parents in the proactive behavior management of students as recommended by The National Middle School Association. |
