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Preventing classroom conflicts: Positive behavioral interventions and supports

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Posted: Dec 20, 2021| Categories: Uncategorized

This is the first of a multi-segment series in which NCSS’ Amy Irish was consulted for her expertise.

By Christina Guessferd

BURLINGTON, Vt. (WCAX) – As the pandemic rages on, state leaders and mental health experts stress time and again that our young students are struggling.

Some school districts across Vermont have contended with violent or disruptive conflicts in the classroom.

So how can we help kids cope before negative behaviors escalate into a crisis putting the safety and education of our children in jeopardy? There’s no one set of solutions but there is one system the state suggests every district adopt. It’s a multitiered framework called PBIS, which stands for positive behavioral interventions and supports that’s proving extremely successful in many Vermont schools.


Two years into the pandemic, PBIS data demonstrates what the state has been telling us– students are struggling.

Whereas only 15% of students typically need targeted supports, and about 5% require intensive supports, schools are now seeing those numbers tick up at least an additional 5%, meaning the PBIS pyramid is top-heavy.

Friday on the Channel 3 News at 6 p.m., an examination of the targeted and intensive levels of support, why the growing need is straining school resources and how strengthening universal supports could be the solution.

Link to entire segment:


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