Enriching relationships and community connections: co-constructing a mentorship model within positive behavioral interventions and supports

Abstract

The purpose of this action research study was to examine how the Positive Behavioral Interventions and Supports (PBIS) framework at Franklin Middle School (pseudonym) integrates culturally responsive practices to promote social justice in a predominantly White school. Discipline data at the school indicated that Black and Hispanic students were disproportionately referred to the office for behavioral infractions as compared to their White peers. During Cycle 1 of the action research study, semi-structured interviews were conducted to gather thick, rich descriptions of Franklin's PBIS model from the voices of the participants. In addition, the researcher observed town hall meetings, analyzed PBIS artifacts, and conducted a survey to triangulate the data. Cycle 1 provided an understanding of the intersection of PBIS, classroom management, school discipline, and culturally responsive practices at the research site. While educators explicitly teach the core values and school-wide expectations to students, this preventive measure is not targeting disciplinary recidivism and, by many accounts, is not framed in culturally responsive teaching practices. This initial research cycle suggested that some students may not feel a sense of belonging to the school community. Cycle 2 of the action research process, rooted in the findings of Cycle 1, aimed to explore mentorship as a culturally responsive tiered intervention within the PBIS model. The researcher used the structure of a design lab to co-construct a mentorship framework with participants from both inside and outside of the institution. This study revealed that PBIS alone cannot combat racial disproportionality in school discipline; relationship-building is at the center of reducing problem behavior; and the design lab structure is a model for school change with stakeholders. Implications for the organization included the development of a culturally responsive tiered intervention within the school's PBIS framework, two new roles to coordinate the mentoring plan in action, and a partnership with an outside community agency to support and sustain the work.--Author's abstract