Middle School Administrators’ Perspectives of Schoolwide Positive behavior Interventions and Supports: A Case Study

Abstract

The problem is that African American students are more than twice as likely to be involved in either in-school or out-of-school suspension compared to white students, resulting in these students missing more classroom instruction and falling further behind academically (Jackson, 2023). The purpose of this qualitative exploratory case study was to explore the fidelity of equity-focused Schoolwide Positive Behavior Interventions and Supports (SPBIS) implementation and its impacts on academic achievement and narrow discipline gaps for minority students in middle schools, as perceived by middle school administrators. The study explored two central research questions: (1) How do middle school administrators perceive the influence of SPBIS on the academic achievement of minority students? (2) How do middle school administrators describe the influence of SPBIS implementation on disciplinary disparities among minority students? This study utilized a qualitative case study design and included six middle school administrators from the southeastern region of the United States. Data were collected through individual interviews, focus group, and document analysis of academic and disciplinary data. Thematic analysis revealed four distinct findings: The importance of strategic training and staff buy-in, SPBIS’s perceived contribution to academic gains, mixed results in behavioral outcomes by subgroup, and challenges related to fidelity, particularly regarding Tier 3 implementation. The study offers practical recommendations for school leaders and educators seeking to use SPBIS to reduce discipline disparities and improve academic achievement for historically underserved students. Implications include the need for sustained professional development, data-informed decision-making, and targeted support for schools in high-poverty communities.