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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Bibliographic Details
Published inUrban education (Beverly Hills, Calif.) Vol. 60; no. 3; pp. 700 - 728
Main Authors Kim, Rhiannon M., Venet, Alex Shevrin
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.03.2025
SAGE PUBLICATIONS, INC
Subjects
Education
Racism
School discipline
Social justice
Student behavior
Students
Teachers
Teaching
Trauma
trauma
racism
social
best practices
subjects
urban education
discipline policies
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Summary: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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ISSN:0042-0859
1552-8340
DOI:10.1177/00420859231175670