This qualitative phenomenological study investigated the perspectives of students on Positive Behavior and Interventions (PBIS) and its effect on school climate. Previous research highlighted a connection between student behavior and school climate. In individual interviews, participants were asked to describe the various factors that influenced their school experience, including their behavior in middle school as well as those that influenced school climate. Bronfenbrenner’s ecological systems theory (EST) and systems view of school climate (SVSC) were used as a guide for structuring research questions, designing interview questions, and analyzing and interpreting data.
The themes that emerged from the data were: 1) Peers, 1) Teachers, 3) School Climate, 4) PBIS, and 5) Family and Future. The themes represented the major influences on student behavior that were noted in participants’ responses. The study’s findings reinforced previous studies that identified a connection between student behavior and school climate. Additionally, the study found a strong correlation between relationship-building, student behavior, and school climate. Implications as a result of this study included: 1) continued implementation of PBIS, as well as a focus on alignment with other systems and factors that influence student behavior, 2) strengthening practices that promote positive relationships between students and teachers and students and their classmates, and 3) elevating student voice in all school practices.
","abstract_html":"<p>This qualitative phenomenological study investigated the perspectives of students on Positive Behavior and Interventions (PBIS) and its effect on school climate. Previous research highlighted a connection between student behavior and school climate. In individual interviews, participants were asked to describe the various factors that influenced their school experience, including their behavior in middle school as well as those that influenced school climate. Bronfenbrenner’s ecological systems theory (EST) and systems view of school climate (SVSC) were used as a guide for structuring research questions, designing interview questions, and analyzing and interpreting data.</p> <p>The themes that emerged from the data were: 1) Peers, 1) Teachers, 3) School Climate, 4) PBIS, and 5) Family and Future. The themes represented the major influences on student behavior that were noted in participants’ responses. The study’s findings reinforced previous studies that identified a connection between student behavior and school climate. Additionally, the study found a strong correlation between relationship-building, student behavior, and school climate. Implications as a result of this study included: 1) continued implementation of PBIS, as well as a focus on alignment with other systems and factors that influence student behavior, 2) strengthening practices that promote positive relationships between students and teachers and students and their classmates, and 3) elevating student voice in all school practices.</p>","abstract_has_math":false,"creators":["Lourenco, Melissa"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Gizelle Luevano","Corey Berg","Anthony Rodriguez"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-09-01T07:00:00Z","date_published":"2021-09-01T07:00:00Z","updated_at":"2026-07-24T05:21:34Z","subjects":["Educational Assessment, Evaluation, and Research","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/396","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gizelle Luevano","Corey Berg","Anthony Rodriguez"]},{"key":"dc:creator","label":"Author","values":["Lourenco, Melissa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-10-08T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Assessment, Evaluation, and Research","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/396"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative phenomenological study investigated the perspectives of students on Positive Behavior and Interventions (PBIS) and its effect on school climate. Previous research highlighted a connection between student behavior and school climate. In individual interviews, participants were asked to describe the various factors that influenced their school experience, including their behavior in middle school as well as those that influenced school climate. Bronfenbrenner’s ecological systems theory (EST) and systems view of school climate (SVSC) were used as a guide for structuring research questions, designing interview questions, and analyzing and interpreting data.
The themes that emerged from the data were: 1) Peers, 1) Teachers, 3) School Climate, 4) PBIS, and 5) Family and Future. The themes represented the major influences on student behavior that were noted in participants’ responses. The study’s findings reinforced previous studies that identified a connection between student behavior and school climate. Additionally, the study found a strong correlation between relationship-building, student behavior, and school climate. Implications as a result of this study included: 1) continued implementation of PBIS, as well as a focus on alignment with other systems and factors that influence student behavior, 2) strengthening practices that promote positive relationships between students and teachers and students and their classmates, and 3) elevating student voice in all school practices.
"]},{"key":"dc:title","label":"Title","values":["Students’ Perspectives Of Positive Behavior Interventions And Supports (PBIS): Examining One School’s Approach"]}]}],"canonical_facts":{"dc:contributor":["Gizelle Luevano","Corey Berg","Anthony Rodriguez"],"dc:creator":["Lourenco, Melissa"],"dc:date.available":["2021-10-08T07:00:00Z"],"dc:description.abstract":["This qualitative phenomenological study investigated the perspectives of students on Positive Behavior and Interventions (PBIS) and its effect on school climate. Previous research highlighted a connection between student behavior and school climate. In individual interviews, participants were asked to describe the various factors that influenced their school experience, including their behavior in middle school as well as those that influenced school climate. Bronfenbrenner’s ecological systems theory (EST) and systems view of school climate (SVSC) were used as a guide for structuring research questions, designing interview questions, and analyzing and interpreting data.
The themes that emerged from the data were: 1) Peers, 1) Teachers, 3) School Climate, 4) PBIS, and 5) Family and Future. The themes represented the major influences on student behavior that were noted in participants’ responses. The study’s findings reinforced previous studies that identified a connection between student behavior and school climate. Additionally, the study found a strong correlation between relationship-building, student behavior, and school climate. Implications as a result of this study included: 1) continued implementation of PBIS, as well as a focus on alignment with other systems and factors that influence student behavior, 2) strengthening practices that promote positive relationships between students and teachers and students and their classmates, and 3) elevating student voice in all school practices.
"],"dc:identifier":["https://dune.une.edu/theses/396"],"dc:subject":["Educational Assessment, Evaluation, and Research","Educational Psychology"],"dc:title":["Students’ Perspectives Of Positive Behavior Interventions And Supports (PBIS): Examining One School’s Approach"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:34Z"}