Abstract
The purpose of this study was to explore the perceptions, experiences, and support needs of participants in Positive Behavior Supports (PBS) implemented to support students with emotional and behavioral crises in general schools. Focus Group Interviews (FGIs) involved five homeroom teachers directly implementing PBS in general schools and four members who supported them. Analysis of the interviews, conducted in two rounds, yielded 9 categories and 26 meaning units across three domains. First, exploring the status of life guidance and perceptions of PBS in general schools unveiled the unique significance and importance of PBS over existing life guidance policies. Second, exploring the experience of implementing PBS in general schools revealed possibilities for expansion, despite differences and constraints varying by school level. Third, exploring the support needs for establishing PBS in general schools confirmed demands at the levels of students, teachers, schools, school districts, and the government. The results of this study could serve as foundational data useful for expanding the PBS in general schools.
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