Unsnarling PBIS and Trauma-Informed Education
We posit that Positive Behavioral Interventions and Supports (PBIS) serves as a way to label, punish, and surveil students, which is antithetical to trauma-informed education. We put existing critiques of PBIS in conversation with literature on trauma-informed education, critical analyses rooted in...
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| Published in | Urban education (Beverly Hills, Calif.) Vol. 60; no. 3; pp. 700 - 728 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Los Angeles, CA
SAGE Publications
01.03.2025
SAGE PUBLICATIONS, INC |
| Subjects | |
| Online Access | Get full text |
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| Abstract | We posit that Positive Behavioral Interventions and Supports (PBIS) serves as a way to label, punish, and surveil students, which is antithetical to trauma-informed education. We put existing critiques of PBIS in conversation with literature on trauma-informed education, critical analyses rooted in social justice and draw on our experiences as educators. Grounded in a human-centered pedagogical orientation, we propose that educators advocate against the use of PBIS in their schools and instead focus their efforts on culturally sustaining pedagogies, systemic trauma-informed practices, and affirming practices based on asset views of students and communities. |
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| AbstractList | We posit that Positive Behavioral Interventions and Supports (PBIS) serves as a way to label, punish, and surveil students, which is antithetical to trauma-informed education. We put existing critiques of PBIS in conversation with literature on trauma-informed education, critical analyses rooted in social justice and draw on our experiences as educators. Grounded in a human-centered pedagogical orientation, we propose that educators advocate against the use of PBIS in their schools and instead focus their efforts on culturally sustaining pedagogies, systemic trauma-informed practices, and affirming practices based on asset views of students and communities. |
| Author | Kim, Rhiannon M. Venet, Alex Shevrin |
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| Cites_doi | 10.7709/jnegroeducation.86.4.0423 10.1080/15299732.2017.1253401 10.1007/s40617-015-0052-5 10.1007/s40617-015-0045-4 10.1037/tra0000791 10.1007/s11256-021-00609-y 10.58295/2375-3668.1353 10.1080/1045988X.2021.1888686 10.3102/0091732X18821123 10.1037/amp0000475 10.1002/jcop.20063 10.1177/0042085919842618 10.1080/10714413.2017.1417579 10.1037/h0100681 10.1177/0829573514542214 10.3726/b13408 10.4148/2161-4148.1071 10.1108/S2051-231720160000004008 10.1007/BF03392103 10.1037/spq0000466 10.1080/10665684.2018.1496047 10.1080/00131725.2022.1997308 10.1037/trm0000276 10.1007/s10567-019-00304-1 10.32623/3.10007 10.1007/s11256-016-0366-9 10.2307/jj.26193069 |
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| Title | Unsnarling PBIS and Trauma-Informed Education |
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