Keywords
learners’ behavior
academic performance
program enhancement
cultural context in education
How to Cite
Abstract
This study examines the implementation and impact of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) in two middle schools in Gujrat, Pakistan, focusing on the behavioral and academic outcomes of 7th-grade students. Employing a mixed-methods approach, the research evaluated students' behavior and academic performance before and after the intervention. Behavioral outcomes, assessed across emotional symptoms, conduct problems, hyperactivity, and prosocial behaviors, demonstrated significant improvements, particularly in emotional regulation and prosocial interactions. However, academic gains, measured through mathematics scores, varied between schools, highlighting the influence of implementation fidelity. The Brands School, which adopted a structured and comprehensive SWPBIS framework, experienced significant positive outcomes due to strong leadership, resource availability, and stakeholder collaboration. Conversely, Beyond Horizon School faced challenges such as inconsistent implementation, limited teacher training, and lack of parental engagement, leading to less pronounced results. Socio-demographic factors, including gender and parental education, further influenced program effectiveness, with female students and learners from higher socio-economic backgrounds exhibiting greater behavioral improvements. These findings underscore the need for context-sensitive adaptations to SWPBIS in culturally distinct settings. The study also identified critical challenges, including resource constraints and variability in stakeholder involvement, which impacted program sustainability. Recommendations for enhancing SWPBIS in similar cultural contexts include fostering inclusive stakeholder engagement, improving leadership support, ensuring consistent teacher training, and integrating culturally relevant behavioral frameworks. By addressing these systemic barriers, schools can optimize the transformative potential of SWPBIS, creating inclusive and supportive learning environments that improve both behavioral and academic outcomes. This research contributes to the global discourse on positive behavioral interventions, offering valuable insights for implementing such frameworks in under-resourced and culturally diverse settings.References
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