School can offer powerful protective factors for students who struggle with self-regulation. Schools can make a difference in building academic, social, and emotional skills. Efforts to change student behavior through punitive measures are not usually effective. In fact, punitive measures have the potential to worsen the student’s struggles. They can even stigmatize the student. Positive behavior supports consist of evidence-based strategies to improve student outcomes.

Here are Five Tips for implementing positive behavior supports:

1. Identify and reinforce behaviors that are aligned with school-wide expectations.

It generally works better to focus on teaching the student what is expected behavior. This stands in contrast to a focus on what the student is not to do. In other words, school teams can look for and reinforce prosocial behavior. This would take the place of criticizing or punishing undesired behaviors.

Focus on five or fewer expectations. Each rule can function as a bucket that incorporates many behaviors. Expectations may involve rules around timeliness, responsibility, and respect. They will also involve following instructions and maintaining personal space boundaries. Rules should be explicitly taught and rehearsed. Rules should be explicitly taught and rehearsed. Some students will need frequent reminders about the rules and expectations. Students may also need to know how expectations may vary depending on the setting or class.

2. Teach the student exactly what is expected.

For many students, prosocial behaviors are intuitive. For others, especially those who struggle with self-management, deliberate instruction may be needed. Visual supports, behavior rehearsal, and reminders can be helpful. For example, a student might poking at another student. The teacher might then issue a reminder about “hands to self.” This reminder would take the place of corrections such as “Stop poking others.” Children tend to respond better when told what TO DO as opposed to what not to do.

3. Treat low-level misbehaviors as “social errors” that warrant only gentle correction and redirection.

Low level misbehaviors include talking out of turn and disrespectful verbalizations. Irritating behaviors that are disruptive to the classroom environment are also considered here. Corrections should be offered privately, as much as possible. Ideally, the correction is offered as a reminder about the expected prosocial behaviors.

4. Use strategies such as Check-In/ Check Out or the Daily Report Card.

A system for daily check-ins can be necessary for students who are struggling. With these systems, parents and school staff remind the student about expectations. Ideally, these reminders occur at the beginning of each day. Routine check-ins before these specialist classes and recess can be helpful. Ideally, each teacher who interfaces with the child will be involved. The student is offered feedback at the end of each class period. The feedback focuses on the prosocial behaviors displayed. Discussions about the problems that occurred are minimal.

Of course, egregious violations of the rules may need to be addressed. The specifics of the response should be planned ahead of time and handled in a systematic manner. Often, these plans work best when done in collaboration with the student’s caregivers.

5. Recognize behaviors that align with rules and expectations.

For students who need frequent corrections, recognize when they are following the rule. At least five positive acknowledgements should occur for every one correction. Being mindful of this ratio helps to foster a positive teacher-student climate. It also helps to keep up the student’s morale. The 5:1 ratio also is likely to motivate students to engage in prosocial behaviors more often. Examples of positive acknowledgements may include a thumbs up or thanking the student. A comment such as “way to go,” or even a head nod from the teacher would count. At least some positive acknowledgements should involve labeled praise. Labeled praise might include comments such as, “I like how you waited your turn to share.”

For students who need more support…

Students who do not respond to the above strategies may need a behavior contract. The desired behaviors are still stated in positive terms. With behavior contracts, careful application of consequences for rule breaking can be helpful. Some students will need written protocols for de-escalation. Safety issues require a planned crisis response. Assessment may be needed to identify driving factors. Academic expectations may exceed the student’s skills. This situation makes it more likely that the student will act-out. Some students will need a Functional Behavioral Assessment (FBA). Another intervention that can help support nonresponders include mentoring programs. Specialized mental health intervention is another direction. These options may be needed in order for the student to achieve the best outcomes.

For further reading:

Supporting Students with Emotional and Behavioral Problems, by Lee Kern, Michael George, and Mark Weist (2016).

The Teacher’s Pocket Guide for Positive Behavior Support: Targeted Classroom Solutions, by TIm Knoster and Robin Drogan (2016).

A Quick Guide to Positive Behavior Supports for Children with ADHD or Autism.