When someone says, “PBIS doesn’t work,” they’re usually frustrated by challenging behavior that persists despite their best efforts to implement Positive Behavior Interventions & Supports (PBIS).
Sometimes it feels like nothing is improving.
My response to this might be unexpected: “You’re right. It’s not meant to.”
When people say PBIS isn’t working, what they often mean is that their Tier 1 strategies—such as setting clear schoolwide expectations, directly teaching them to students, using positive reinforcement, and consistently addressing behavior—aren’t enough for every student. And they’re absolutely right.
Why Does PBIS Seem Like It’s Not Working?
Based on my nearly 20 years of experience as a PBIS trainer and coach, I’ve found three possible reasons.
Your school is implementing Tier 1 PBIS inconsistently or incorrectly (inconsistent expectations, no reinforcement system, punitive responses to behavior, etc.), so they are not seeing the effects of reduced problem behavior that research tells us we can expect (often schools I work with see a 50-60% drop in problem behavior in just a few months).
The best way to check your implementation is to take the Tiered Fidelity Inventory (TFI) with your Tier 1 team.
Here’s what I’ve noticed: When I help schools complete the TFI, the ones saying “PBIS doesn’t work” are usually implementing at less than 60% fidelity. In other words, they aren’t fully doing PBIS—so it makes sense that they aren’t seeing the benefits.
Teachers and Staff are not aware of the Tier 2 and Tier 3 interventions available in PBIS. They believe all students should be responding to Tier 1 because no one has told them otherwise.
Part of the problem, in my opinion, is how we have gone about training teachers and staff. The truth is, most teachers and staff haven’t actually received comprehensive PBIS training. Due to time and budget constraints, what usually happens is a small team attends a 3-day workshop and then returns to the school and attempts to summarize it in 10 minutes at a staff meeting.
This leads to the misconception that PBIS is just about “handing out tickets” and avoiding consequences. There is no universe where that would work to change behavior or school culture!
So when people say, " it's not working,” they might be right. Tier 1 doesn’t work for everyone.
Teachers feel there are “no consequences for misbehavior,” because in response to challenging behavior, PBIS offers interventions, not consequences. PBIS doesn’t really have a way to address students or staff who were affected or hurt by the misbehavior. But Restorative Practices does. (Check out the Restorative PBIS Academy to learn how to blend the two here).
Understanding the Tiered System
PBIS is built on a tiered system of support, inspired by public health models. Imagine your school community as a pyramid:
Tier 1 (80-90% of students): These students respond well to schoolwide
expectations, direct teaching, positive reinforcement, and consistent, quick behavior corrections. Most students will thrive in this environment because Tier 1 lays the foundation for a positive school culture, benefiting all students by creating a safe, predictable environment. Don’t get me wrong, all students and staff will benefit from having a safe, positive predictable school environment, but we all know students who will need MORE.
Tier 2 (10-15% of students): Some students need MORE support. This could be self-management tools like Check-In/Check-Out (CICO), small group interventions (social skills, anger management, social skills teaching) or classroom accommodations (extra time, task modifications).
Tier 3 (3-5% of students): A few students need highly individualized support, like Functional Behavior Assessments, Behavior Intervention Plans, counseling, or wraparound services.
The Common Pitfall: Jumping Straight to Problem Behaviors
“If you only focus on those with significant problems it will be twice as hard,
twice as expensive, and much less likely to succeed.”
- Rob Horner, University of Oregon
Many schools make the mistake of focusing on the students causing the most problems without having a solid Tier 1 foundation. Administrators get stuck reacting to behavior all day instead of planning ahead for the 10%-20% of students who will inevitably struggle. PBIS reminds us that we need a proactive plan for these students. So before launching a Tier 2 and 3 initiative, schools must ensure they have: A strong foundation of Tier 1 supports that meet the needs of most students.
Building Tier 2 & 3 Supports: Practical Steps
Assess Your Tier 1 Supports
Before expanding to Tier 2 and 3, make sure your Tier 1 foundation is solid. If a large number of students are still struggling, focus on strengthening universal supports first. Without a strong Tier 1, your Tier 2 system will be overwhelmed with referrals, making it impossible to provide effective interventions.
Create a Tier 2 & 3 Team
Form a dedicated intervention team (often called a Coordination of Services Team (COST) or Tier 2 & 3 Team) that includes school social workers, counselors, psychologists, speech therapists, special educators, community liaisons, and administrators to coordinate interventions and make sure students are benefitting from them. Behavioral challenges are often linked to mental health needs. School social workers, counselors, and psychologists play a crucial role in developing consistent, high-quality interventions that address both behavioral and emotional well-being.
Prioritize Quality Over QuantityFocus on a few well-implemented, evidence-based practices rather than spreading resources too thin. If you only have the capacity to implement Check-In/Check-Out (CICO) but not counseling groups, start there and expand as you build capacity.
Engage Community ProvidersBuild relationships with community-based mental health and behavioral support providers. Many organizations are willing to offer services on campus, improving accessibility for students who need additional support.
Empower Student & Family Voices Involve students and families in shaping tiered supports and wellness programs. Their insights help ensure interventions are relevant, effective, and embraced by the school community.
If you feel ready to set up an effective, doable Tier 2 & 3 System in your school, I have an online course for you - check it out here!
Why Start with Tier 1?
Research shows that implementing Tier 1 alone significantly improves school safety and reduces problem behavior by creating consistency and positivity. This is why Tier 1 is the main focus in Restorative PBIS Academy. When you get Tier 1 rock solid, you’ll see a big difference in reducing behavior problems and increasing consistency and calm on your campus.
Final Thought
The next time you hear someone say, “PBIS doesn’t work,” you can agree with them. Let them know that Tier 1 was never meant to work for all students—but it does create the foundation needed to provide a safe positive school environment for all kids, and effective interventions for those who need more.
REFERENCES
Mayer, G.R., & Sulzer-Azaroff. (191). Interventions for vandalism. In G. Stoner, M.R. Shinn, & H.M. Walker (eds), Interventions for achievements and behavior problems (pp. 559-580). Silver Spring, MD: National Associations of School Psychologists.
Sprague, J. R., Walker, H.M., Golly, A. White, K. Myers, D.R., & Shannon, T. (2001) Translating research into effective practice: The effects of a universal staff and student intervention on indicators of discipline and school safety. Education and Treatment of Children, 24(4), 495-511
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