Positivt beteendestöd i skolan : Användning och organisatoriska förutsättningar i en dynamisk skolvärld

Sammanfattning

Abstract The aim of this study was to examine how Positive Behavior Support (PBS) is implemented in practice and to identify factors influencing its use in a Swedish primary school comprising the preschool class through grade 6, with more than eight years of experience implementing the framework. The study focused on school staff’s application of PBS and explored both facilitating factors and barriers affecting consistent implementation. A quantitative research design was employed, and data were collected through a web-based survey completed by 51 respondents. The survey examined relationships and correlations between organizational, structural, and individual factors influencing the use of PBS. The results indicate that the implementation of PBS varies, even within a school with long-term experience of the framework. Factors such as information dissemination, awareness of school policies, and the practical use of shared information influenced the consistency of PBS implementation. The most frequently used concepts associated with PBS were clearly defined expected behaviors, positive reinforcement, and behavior change, suggesting that core principles are relatively well established. In contrast, concepts such as reward systems, point systems, and quality of life were used less frequently, which may indicate gaps in theoretical understanding or uncertainty regarding more complex or controversial components of PBS. Identified barriers included time constraints, limited organizational support, lack of structured opportunities for collective reflection, and insufficient ongoing professional development. Additionally, longer tenure was positively correlated with more frequent use of PBS, indicating a potential facilitating factor. Overall, the findings suggest that extensive experience with PBS does not automatically ensure consistent implementation. Sustained professional development, supervision, and structured organizational support appear crucial for promoting long-term fidelity and effectiveness of PBS in school settings Keywords Positive Behavior Support, implementation, evidence-based practices, school routines, professional development, school staff, facilitating factors, barriers