Our vision for Positive Behavior and Social Emotional Support (PBSES) is to promote respect, positive relationships, and predictable, proactive learning environments so that ALL students can lead socially and emotionally safe and healthy lives.
What is PBSES?
Positive Behavior and Social Emotional Support.
This acronym is a combination of PBIS (Positive Behavior and Intervention Support) and SEL (Social Emotional Learning). Research has found student outcomes improve in overall mental health and reductions in externalizing behaviors compared to only PBIS or only SEL conditions (Cook, 2013).
PBSES is not a curriculum, but a process of planning and problem solving that includes direct teaching of social behaviors just like academics are taught. Most importantly, it establishes ongoing behavior support that can be used by ALL students, staff, volunteers, parents and community members.
PBSES consists of four evidence-based components that work together to create good outcomes for students and a better school climate. The four components work together and overlap.
- What are the four components?
- PBIS (Positive Behavior and Intervention Support) is a pro-active approach to increasing positive student behavior through direct instruction. In every school, staff teach behavior expectations to students that are consistent with pro-social traits such as responsibility and respect. The behavior expectations are taught to students throughout the school year in different areas of the school. Students receive positive recognition for following behavior expectations. Students who have difficulty with learning behavior expectations are provided additional instruction in small groups or on an individual basis. Parents play a key role in supporting PBIS by positively acknowledging their students when they follow the behavior expectations at their school.
- SEL (Social Emotional Learning) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. SEL programming is based on the understanding that the best learning emerges in the context of supportive relationships that make learning challenging, engaging, and meaningful.
- PR (Positive Relationships): Having a supportive relationship with an adult is one of the most commonly reported protective factors in the literature on resilience (Pianta & Walsh, 1998; Werner, 1999). The quality of children’s relationships with teachers has been found to be a major component of adaptation in school (Pianta et al., 1995). Teachers can act as role models (Henderson & Milstein, 1996), reward and reinforce children’s competencies (Werner, 1995), and provide high levels of social support (Miller et al., 1998) (Lynch, Geller, & Schmidt, 2004, p. 338).
- PCM Strategies (Proactive Classroom Management Strategies): Refers to an approach to classroom management that simultaneously promotes high levels of academic engagement while also preventing off-task and disruptive behavior. It is designed to be preventative, integrates instruction and management which provides explicit instruction, guided practice, and performance feedback in classroom rules and routines to enhance students’ chances for academic and social success, and the focus is on group aspects of classroom management rather than individual student behavior (Rathvon, 2008).
What is the role of the PBSES Coach?
The PBSES Coach trains, coaches, and consults with teachers and staff to recommend appropriate classroom interventions for students with behavior concerns, provides crisis intervention, and provides tools for adults to interact appropriately with social-emotional challenges.
Learn more about PBSES in Issaquah
Please take a moment to visit the district PBSES informational page. Click here.