Creating Conditions for Positive Behavior in Early Grades

Districts across the U.S. report a dramatic rise in reports of negative student behavior, most notably in the early grades. Educators indicate that kindergarten and elementary school students are exhibiting more intense types of classroom interruptions, and doing so much more frequently.

To support districts and schools in creating conditions for a positive school environment, the District Leadership Forum investigated the ways in which educators can prevent and appropriately respond to behavior instances when they occur.

Our research found that while most districts have adopted some evidence-based approaches, they struggle with ensuring their consistency, fidelity, and long-term sustainability. Otherwise effective practices, such as using a social-emotional learning curriculum or Positive Behavioral Interventions and Supports (PBIS), often fail to deliver the expected results due to inconsistent implementation, insufficient district support, or lack of follow-through.

Despite significant evidence that prevention is the most cost-effective way to improve student emotional well-being in the long run, districts rarely devote sufficient resources. Furthermore, although districts provide a number of supports to help students with higher needs, those services are often poorly coordinated and ineffective.

This best practice research study focuses on four high-impact, systemic practices which should set the foundation for an effective districtwide response to student behavior.

Use Early Interventions to Understand the SEL Needs of Students

Districts should proactively identify students with social-emotional needs and direct resources to support them as early as possible. This is best achieved via universal screening for behavioral and emotional issues.

Establish Conditions for Positive Classroom Behavior

Districts should improve the classroom environment by implementing PBIS with fidelity and providing the necessary supports to both schools and teachers to fully embed the practice and reap its benefits.

Promote the Social-Emotional Well-Being of Students and Teachers

Schools should carefully select and implement a social-emotional learning curriculum which can help students develop long-term, pro-social skills.

Enhance Support for Higher-Needs Students

Districts and schools should develop cross-functional behavioral teams which gather and coordinate all necessary expertise to more effectively help students who may need additional support.