Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports
Abstract
The purpose of this study was to identify the most important perceived enablers and barriers regarding sustainability of school-wide positive behavioral interventions and supports. School personnel representing 860 schools implementing or preparing to implement school-wide positive behavioral interventions and supports completed an open-ended survey of factors regarding its sustainability. Qualitative analyses were used to assess perceptions of the most important factors related to sustainability. Thematic analysis produced 13 themes regarding enablers and/or barriers. The most commonly cited enablers were staff buy-in, school administrator support, and consistency. The most commonly cited barriers were staff buy-in, resources: time, and resources: money. Results are discussed in terms of enhancing durability of evidence-based practices in schools.
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Principal buy-in and school leadership are critically important to the implementation of universal prevention programs.
“Related to mental health, research has established that principal buy-in and school leadership are critically important to the implementation of universal prevention programs [58–61].”
From Leading the charge in the education sector: development and validation of the School Implementation Leadership Scale (SILS) (2022) · cites this paper as [61]
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References 45 · Cited by 126
- Authors
- Pinkelman, S. E., Mcintosh, K., Rasplica, C. K., Berg, T., & Strickland-Cohen, M. K.
- Affiliations
- George Mason University (US)
- University of Oregon (US)
- Texas Christian University (US)
- Corresponding author
- Mcintosh, Kent
- Venue
- Behavioral Disorders
- Publisher
- SAGE Publications
- Published
- 2015-05
- Volume
- 40
- Issue
- 3
- Pages
- 171-183
- ISSN
- 0198-7429 (ISSN-L)
- 2163-5307
- OpenAlex
- W2144564250
- Cited by
- 126
- References
- 45
- Citations by year
- 2026: 7 · 2025: 8 · 2024: 14 · 2023: 12 · 2022: 16 · 2021: 18 · 2020: 17 · 2019: 10 · 2018: 10 · 2017: 6 · 2016: 8
- FWCI
- 20.23
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Behavioral Disorders (publishedVersion)
- Digital Commons - USU (Utah State University) (submittedVersion)
- Funders
- U.S. Department of Education
- Eli Lilly and Company
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Education Discipline and Inequality
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Keywords
- SWPBIS, sustainability, barriers and facilitators, staff buy-in, administrator support, consistency, evidence-based practice, school staff perceptions, resource constraints
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