Abstract
The causes of dramatic climate change mostly lie in human behavior. Humans cause climate change, for example, by creating waste. Pro-environmental behavior plays a crucial role in fighting climate change by preventing waste and conserving resources. Therefore, schools should foster pro-environmental behavior to fight climate change more effectively. Schools can foster pro-environmental behavior by organizing activities focused on both saving water, energy and managing waste through recycling and reuse. As such, one of the systems that can be used to increase the quality and efficiency of green school practices is School-Wide Positive Behavioral Interventions and Supports (SW-PBIS). SW-PBIS is a three-tiered approach that matches intervention intensity to student’s needs, aiming to improve all students’ social and educational outcomes through evidence-based preventive behavioral interventions. However, when SW-PBIS implementations are generally considered, the system is mainly used to prevent problem behaviors. While respect, responsibility, and safety are the most common expectations, no expectation is created or included in the system based on sustainability. So, the starting point of the idea is that while problem behaviors can be prevented with SW-PBIS, pro-environmental behaviors to promote a green school can also be taught and supported. Consequently, this article introduces a conceptual framework to integrate pro-environmental behaviors into SW-PBIS for creating green schools. We discuss the importance of SW-PBIS in fostering pro-environmental behavior and how it can help develop responsible students who contribute to green schools to fight climate change. We also discuss implications for future research and practice. This conceptual framework is expected to expand the scope of SW-PBIS and contribute to the implementation of green school initiatives.
The importance of pro-environmental behaviors in educational settings has increased in recent years because of climate change. Schools can promote a more sustainable future by encouraging pro-environmental behaviors, as they play an important role in shaping the values and behaviors of their students. Consequently, this article introduces a conceptual framework to integrate pro-environmental behaviors into School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) for creating green schools. We discuss the importance of SW-PBIS in fostering pro-environmental behavior and how it can help develop responsible students who contribute to green schools to fight climate change. We also discuss implications for future research and practice. This conceptual framework is expected to expand the scope of SW-PBIS and contribute to the implementation of green school initiatives.
Climate change and pro-environmental behaviors
Researchers, communities, and policymakers worldwide are increasingly concerned about climate change as the consequences of climate change are becoming more and more serious each day (Goodman, 2018). It is important to note that the effects of climate change extend beyond rising temperatures and melting glaciers. As a result of climate change, agricultural productivity is declining, supply chains are disrupted, and extreme weather events are exacerbated, leading to potential shortages and higher food prices. Climate change poses a significant threat to global food security and the livelihoods of millions of people, particularly those in vulnerable areas, by altering the availability, accessibility, and stability of food supplies (Brown & Funk, 2008; Challinor et al., 2014; Wheeler & Von Braun, 2013). It is, therefore, necessary to mitigate the causes of climate change.
The causes of dramatic climate change mostly lie in human behavior (Gardner & Stern, 2008; Vlek & Steg, 2007). Humans cause climate change, for example, by creating waste. Waste refers to any item or material the owner has discarded or intends to discard (Pongrácz & Pohjola, 2004) as it is considered unwanted or no longer useful. Due to the growing world population, consumer behavior, and industrialization, the amount of waste is increasing (Yang et al., 2023). This poses a significant threat to the environment and climate change. According to Eurostat, 4.8 tons of waste were produced per capita in the European Union in 2020, with 39.2% recycled and 32.2% landfilled (Eurostat, 2020).
Pro-environmental behavior plays a crucial role in fighting climate change by preventing waste and conserving resources. It comprises a range of behaviors that individuals use to positively support the environment and prevent human damage to the environment (Steg & Vlek, 2009). Some of the pro-environmental behaviors include recycling (e.g., repurposing paper and utilizing reusable materials like plastic, glass, or metal), saving water (e.g., minimizing water consumption during bathing or handwashing), reducing energy usage (e.g., switching off lights when not required, unplugging unused appliances, optimize daylight), and embracing reuse (e.g., rechargeable batteries, buying used items, fixing broken things, giving away unneeded possessions) are all important practices for the environment. It also includes green transportation, such as using electric or hybrid vehicles, public transportation, biking, or walking. Further, responsibly disposing of non-recyclable waste, reducing printed materials (using double-sided printing), and purchasing environmentally friendly products are essential pro-environmental behaviors (Gatersleben et al., 2002; Kaiser & Wilson, 2000; Meloni et al., 2019; Steg & Vlek, 2009). In this context, pro-environmental behaviors are widely recognized as effective waste management tools for protecting the environment and fighting climate change (Osman et al., 2022; Sharpe et al., 2021; Yang et al., 2023). For this reason, waste management efficiency and success are very significant. Through waste management, we can conserve natural resources, minimize energy consumption, and reduce greenhouse gas emissions and pollution (Hoornweg & Bhada-Tata, 2012; Kaza et al., 2018; Yang et al., 2023). Furthermore, waste management can help recover valuable materials and nutrients, thus contributing to a circular economy and supporting sustainable development (Ghisellini et al., 2016). By promoting the efficient use of resources and minimizing waste generation, a circular economy can foster economic growth while reducing environmental impacts and saving natural resources (Geissdoerfer et al., 2017). Therefore, schools should foster pro-environmental behavior to fight climate change more effectively.
The importance of schools in mitigating climate change
Schools can play an important role in fostering pro-environmental behavior and mitigating climate change, as students and school staff can generate significant waste. Wastes can come in different forms, including paper, plastic, organic, food, glass, metal, textile, chemical, water, energy, and e-waste. As such, there are many opportunities throughout the day to demonstrate pro-environmental behaviors in the school environment. Schools can foster pro-environmental behavior by organizing activities focused on both saving water, energy and managing waste through recycling and reuse. A student’s behavior can also be effectively improved throughout the school year, resulting in the behavior they are taught in school being maintained and spread throughout the community. Students can generalize the pro-environmental behaviors they learn in school to all other environments by creating positive examples, which is important in spreading these behaviors throughout the community. In this context, schools can serve to create a greener future. As part of this effort, green school initiatives have been encouraged worldwide.
Green school initiatives
A green school recognition program is among the most common ways to promote green school initiatives. An example of such a recognition program in the United States (US) is the U.S. Department of Education Green Ribbon Schools (ED-GRS). Schools in Europe have traditionally been supported by eco-school recognition programs and other local recognizing organizations (Olsson & Gericke, 2017). Like other green school recognition programs, to be recognized by the ED-GRS, schools must meet some criteria. The ED-GRS requires schools to demonstrate progress in three pillars. A key component of Pillar One is minimizing the impact on the environment while reducing costs. Pillar Two is enhancing the health and well-being of students and staff. Pillar Three focuses on providing effective environmental and sustainability education (U.S. Department of Education, n.d.).
The primary objective of Pillar One is to reduce schools’ environmental impacts and costs through energy and water saving, reduced waste production, increased recycling, and expanded alternative transportation efforts. Pillar Two focuses on enhancing health and wellness by promoting comprehensive health standards, encompassing nutrition, outdoor physical education, and mental health services for students and staff. It emphasizes community involvement and integrates health and safety into the design and maintenance of school facilities. Pillar Three aims to advance environmental and sustainability education, stressing interdisciplinary learning about the interconnections among environmental, energy, and human systems. It highlights using these themes to enhance STEM education, preparing students for a modern, technology-oriented economy, and fostering civic engagement and problem-solving skills related to sustainability and environmental issues in their communities (U.S. Department of Education, n.d.).
Based on the ED-GRS framework, it is possible to define green schools, also called eco-schools, enviro-schools (Henderson & Tilbury, 2004), and sustainable schools (Gough, 2005). A green school is a place where it saves energy and water, reduces waste, increases recycling, fosters green transportation, promotes a comprehensive health standard, provides outdoor education, and integrates environmental education and sustainability education into the curriculum to educate students about ecological systems, STEM skills, and civic engagement. As a result, a green school can prepare students to become leaders in creating healthier, cleaner, and more sustainable environments (The Center for Green School, n.d.). With the ED-GRS, schools can identify areas they need to improve. However, it does not provide an intervention framework for how schools can be green (Barr et al., 2014). Therefore, proposing a framework for supporting pro-environmental behaviors and green school initiatives is important.
It is important to consider some variables related to the school population when proposing a framework. Today’s schools, for instance, are made up of diverse students with different cultures and languages, as well as different backgrounds and learning needs. As a result, more than the topics covered in the curriculum may be required for students to demonstrate pro-environmental behavior and take action on green initiatives. The reasons may be students’ learning needs, cultural context, or habits. It is crucial to note that some students, such as children with emotional and behavioral difficulties, can be excluded from participating in these initiatives if individual differences are not considered (Ogden, 2014).
Undoubtedly, climate change affects everyone, and everyone’s negative behavior is directly responsible for its consequences. Thus, we must all work together to mitigate climate change. In order to effectively fight climate change with all, it is crucial to prevent exclusion and provide behavioral support that meets students’ needs. An effective way to prevent exclusion and provide effective behavioral support is to develop and implement a multi-tiered, school-wide approach that will benefit all students (Freeman et al., 2006; Weare & Nind, 2011). Using a school-wide, multi-tiered approach, schools can develop inclusive settings encouraging all students to demonstrate pro-environmental behavior. As a result, one of the systems that can be used to increase the quality and efficiency of green school practices is SW-PBIS.
Integrating pro-environmental behavior into SW-PBIS for creating green schools
SW-PBIS is a three-tiered approach that matches intervention intensity to student’s needs, aiming to improve all students’ social and educational outcomes through evidence-based preventive behavioral interventions (Horner et al., 2014; Horner & Sugai, 2015; Horner et al., 2017; Ross et al., 2012). It aims to prevent problem behavior before it develops (Gage et al., 2020) as well as to improve students’ academic, social, and emotional skills (Horner et al., 2017). SW-PBIS has been effectively used to improve behavioral outcomes and social competency in a cost-effective, efficient, and socially valid manner (Andreou et al., 2015). In order to enhance learning and social environments with a preventive, systems-level approach, it incorporates applied behavior analysis, contextual validity, systems change, inclusive ethics, and stakeholder collaboration (Andreou et al., 2015; Car et al., 2002). As a result, SW-PBIS is not a manual program or curriculum but a framework that can be adapted in a school context with a set of evidence-based practices (Horner et al., 2017; Horner & Macaya, 2018) such as modeling, prompting, reinforcement, social skills training, peer-based instruction and intervention, self-management, and functional behavior assessment (Hume et al., 2021).
The SW-PBIS is based on several fundamental assumptions and key features that provide a framework for achieving these characteristics in each school (Horner & Macaya, 2018). These assumptions are that (a) students learn how to behave; thus, we need to teach positive behaviors and minimize the occurrence of problem behaviors; (b) schools that can prevent problem behaviors not only teach positive behaviors but also regularly monitor these behaviors, reward students who display appropriate behaviors, and make adaptations for those who do not; (c) investing in preventing problem behaviors is more effective and productive than waiting for problem behaviors to emerge and then reacting; (d) the effective behavior support model should be delivered at different levels of support as students’ needs are unique; and (e) behavioral support should be organized throughout the school. As a result, SW-PBIS offers a three-tiered continuum of support addressing the needs of all students. It adapts the intensity of practice and intervention to every child’s unique needs to ensure inclusion (Carr et al., 2002; Freeman et al., 2006; Ogden, 2014).
At Tier I, all school personnel implement evidence-based strategies to promote social responsibility in all students. School-wide expectations are developed throughout the school, which are brief in number, contextually fit, and positively stated. It is then necessary to post expectations, define them with a matrix that provides specific examples in each setting, teach explicitly, and reinforce strategically. During explicit instruction, students are provided with targeted lessons, demonstrations in all settings, and practice sessions with feedback on their performance. Using systematic reinforcement, positive behaviors are systematically reinforced with high levels of descriptive feedback and external rewards. It is possible to use an acknowledgment ticket, for example, to shop at the school store or attend a school event. Finally, Tier I provides a continuum of instructional consequences for failure to meet expectations. Discipline data is collected, entered, and analyzed formally to guide decision-making and support students. Regular data analysis is conducted to identify patterns, and practices are modified to improve their effectiveness and efficiency (Andreou et al., 2015). If implementation fidelity is adhered to, approximately 80% of students will benefit from Tier I support, whereas 15% to 20% of students can require Tier II support (Ross et al., 2012).
Tier II is designed to support students with learning, behavioral, and life histories that may place them at risk of engaging in more severe problem behaviors. The purpose of secondary prevention strategies, such as small group interventions, is to address the needs of students before more intensive individual support is required (Freeman et al., 2006). Even with Tier II support, about 5% of students may require Tier III support (Ross et al., 2012). Tier III focuses on a smaller number of students who need more individual support. To address the unique needs of children who engage in severe and/or chronic problem behaviors, individualized and comprehensive plans must be developed.
A three-tiered approach is designed to support all students and tailor support as necessary (Freeman et al., 2006). It is important to note that while students receive Tier II and Tier III support, they are also provided Tier I support. Intervention is provided cumulatively to students who receive Tier II and Tier III support (Horner & Sugai, 2015). Students and tiers should not be considered synonymous. This means that staff will not label students as “Tier II or III students” but will simply indicate that there are students who require additional support (Mitchell et al., 2016). In this way, students can improve their behavior without being labeled and excluded from intervention and school.
The SW-PBIS is currently being implemented in the U.S. and many other countries. SW-PBIS was implemented in over 27,500 schools in all 50 states during the 2022-2023 school year (Center on PBIS, n.d.). It has also been adopted by many other countries, including Australia (Hayward et al., 2023), Denmark (Jensen, 2021), Finland (Heiskanen et al., 2023), Netherlands (Willemse et al., 2023), Norway (Sørlie & Ogden, 2007), Sweden (Ingemarson et al, 2014), Türkiye (Melekoğlu & Diken, 2022), and United Kingdom (Denne et al., 2023).
It is, therefore, possible to use SW-PBIS effectively in a manner that promotes pro-environmental behavior and fights climate change by given implementation frameworks and widespread implementation. However, when SW-PBIS implementations are generally considered, the system is mainly used to prevent problem behaviors. While respect, responsibility, and safety are the most common expectations (Lynass et al., 2012), no expectation is created or included in the system based on sustainability. However, it is crucial to recognize that we live in a world that is developing and changing. SW-PBIS expectations can be expanded and adapted to changing world demands. Thus, the starting point of the idea is that while problem behaviors can be prevented with SW-PBIS, pro-environmental behaviors to promote a green school can also be taught and supported. Because the primary goal of SW-PBIS is to teach students appropriate behaviors based on expectation and provide the behavioral support needed to exhibit expected behaviors (Lewis & Sugai, 1999).
The SW-PBIS framework also has some similarities with the current green school practice known as the whole-school sustainability framework (Barr et al., 2014; Kensler & Uline, 2017). The whole-school sustainability framework is based on the principle that sustainability requires a whole-system approach to be successful. It is crucial for the success of an organization that individuals from all areas of the organization work together. The framework is organized into three components of schools: organizational culture, which includes vision-mission alignment, interdepartmental learning, and catalytic communication; physical environment, which includes engaging-active design, progressive efficiency, and healthy systems; and education program, which includes charismatic champions, connections to place, student-powered (Barr et al., 2014). As compared to whole school sustainability approaches, SW-PBIS differs in terms of teaching behavioral expectations because it provides a three-tiered continuum of support that matches intervention intensity with student needs to ensure inclusion (Carr et al., 2002; Freeman et al., 2006; Ogden, 2014). SW-PBIS also explicitly teaches and reinforces prosocial behaviors for all students, and all adults respond consistently to problem behavior. This is done using positive reinforcement and a system of rewards and consequences for student behavior (Andreou et al., 2015).
Based on these, it is believed that pro-environmental behaviors and establishing a green school can also be supported through SW-PBIS. To address the pro-environmental behavior and establish a green school, an expectation such as “Be Green” can be created, and behaviors that reflect this expectation can be taught to students (Table 1). When adaptations are made, SW-PBIS can help address a global issue, make the school environment more environmentally friendly, and prevent problem behaviors. As a result, the potential for using SW-PBIS to promote environmental awareness and foster a green school culture is promising. Thus, based on the expectation of “Be Green,” integrating pro-environmental behaviors into SW-PBIS can be achieved through the following steps:
1. Forming a Leadership Team: It is not possible for an individual to make changes that will significantly improve a system’s function. It is necessary to establish a leadership team to guide and support the implementation of the framework (Sugai & Horner, 2002; 2009). Therefore, a leadership team of representative stakeholders is the first step in implementing SW-PBIS (Lewis & Sugai, 1999). It is also essential in green school activities, particularly when attempting to become a vibrant place (Sterrett et al., 2022) where members can learn together how to live more sustainably (Kensler, 2012). Green leadership enhances the learning experience and increases students’ capacity by enforcing healthier organizational conditions, modeling 21st-century practices, and redirecting funds away from operations and toward curriculum and teaching (Kensler & Uline, 2017). A leadership team can be established at the school, district, regional, and state levels (Lewis et al., 2010).
The school leadership team is responsible for adapting the system to the school (Horner & Macaya, 2018; Sugai & Horner, 2020), ensuring that new interventions will fit within the organizational framework of the school, developing organizational structures to facilitate implementation, and providing time and resources to ensure successful implementation (Nylén et al., 2021). Consequently, a strong leadership team must be developed to adapt the system effectively at the school.
A strong school-level leadership team can be formed through the participation of school administrators, teachers, district leaders, parents, community members, and students (Bal et al., 2016; Sterrett et al., 2016). The leadership team can also include an assistant principal, a school counselor, and an expert in educational technology (Rose et al., 2024). As a result, it is important to include professionals and stakeholders with strong positions and key posts when forming a leadership team (Nylén et al., 2021).
The district/state team is also important for the successful adaptation. They ensure legislative and financial support to help school-level teams. As with school-level leadership teams, they gather and use data to lead decision-making. Further, the district/state leadership team organizes SW-PBS efforts with other initiatives to prevent duplication and competition that leads to inefficient processes. Key leaders and decision-makers should be included on the district/state team, such as associate superintendents, curriculum coordinators, directors of student services, and professional development coordinators (Lewis et al., 2010).
2. Staff Buy-In: In order to ensure the effective adoption and sustained use of evidence-based practices, leadership teams must establish staff commitments on (a) the nature and priorities of staff development efforts and needs; (b) a long-term commitment (3– 4 years) and investment in the effort; (c) the importance of promoting a preventative and instructional approach to behavior management. It is recommended that action plans be implemented when more than 80% of school staff members support them to leverage their impact. Aside from staff commitments, adequate resource support is necessary to achieve optimal results. Financial support, implementation materials, ongoing training opportunities, and time are needed (Sugai & Horner, 2002; 2009).
3. Developing Data Based Action Plan: The school leadership team should conduct a needs analysis to develop a data-based action plan that encourages pro-environmental behavior (Sugai & Horner, 2002; 2009). The purpose of a needs analysis is to identify those needs necessary to encourage pro-environmental behavior and meet sustainability expectations. What is currently being implemented, what needs to be completed, and what is considered a high priority should be answered by the team. Once the needs analysis has been completed, the team should determine how, when, by whom, and where the activities will be carried out. The team should also focus on staff development. It should be considered how to provide and receive training in key areas and how to share information with stakeholders (Lewis & Sugai, 1999). Moreover, a system for input, storage, and summarization of data must be developed. The team must meet regularly (at least once a month), and its meetings must be guided by data and a proactive problem-solving approach (Sugai & Horner, 2002; 2009).
4. Organizing an Environmentally Friendly School Setting: Organizing the school’s physical environment is important to provide the opportunity to exhibit pro-environmental behaviors. It requires approvals, personnel access, and materials (Lewis & Sugai, 1999). The first step in taking effective action would be to hire a sustainability expert as the school’s facility director. The provision of materials such as recycling bins is also important. They should be placed systematically throughout the school in an accessible location for all students. Further, the provision of reusable water bottle stations may facilitate the reduction of single-use plastic waste and encourage appropriate hydration among students and staff. Providing secure and accessible bike racks can encourage students and staff to use bicycles as their primary mode of transportation, thus promoting sustainable transportation. A needs analysis will provide insight into needed arrangements. In order to encourage pro-environmental behavior, schools should, therefore, include arrangements based on a needs analysis.
5. Implementation of Tier I: Tier I is designed to support all students before behavioral problems develop (Horner et al., 2014). In this context, Tier I targets all students and all school staff. Family and community members are also included in the process (Sugai & Horner, 2006). Implementing Tier I with fidelity is also a prerequisite for applying Tier II and III (Mitchell et al., 2016). Based on Tier I, three to five school-wide behavioral expectations should be defined and taught, appropriate behavior should be rewarded regularly, natural rewards for inappropriate behavior should be decreased, a continuum of formal and predictable consequences must be developed for problem behavior, and data must be collected and used to support decision-making based on student behavior (Horner et al., 2014). The overall aim is to create a predictable, consistent, positive, and safe social climate (Horner & Macaya, 2018). To integrate pro-environmental behavior into SW-PBIS, Tier I can be implemented as follows: • Establishing a Sustainability Expectation and Behavioral Matrix: One of the underlying assumptions of SW-PBS is that clearly stated expectations are one of the most effective tools for promoting appropriate student behavior. Schools that clearly define, actively teach, and consistently acknowledge and reward appropriate students’ behavior based on expectations are more likely to see a positive impact on students’ behavior (Horner et al., 2004). To establish expectations, it is necessary to identify and define a small number of positive expectations, or rules, that are broad enough to encompass all desired behaviors and are mutually exclusive (e.g., Be Safe, Be Responsible). Expectations must also be posted in school (Simonsen et al., 2008). As a result, establishing a sustainability expectation such as “Be Green” within SW-PBIS is the foundation for fostering pro-environmental behaviors in the school and the wider community. Further, a behavioral matrix must be developed once the sustainability expectations have been identified, which outlines how each expected behavior should be demonstrated in different school settings. As shown in Table 1, the behaviors in the matrix are positively expressed (Petrasek et al., 2022). Clearly defined expectations and behavioral examples facilitate consistent communication among staff and students in all settings (Sugai & Horner, 2002). Using a behavioral matrix, staff can consistently teach and reinforce pro-environmental behavior and provide feedback to students. The team can also evaluate behavioral outcomes based on the matrix. Therefore, expected behaviors and their representations should be made accessible to all students including students with disabilities and students who are from culturally and linguistically diverse backgrounds in all school environments. • Explicit and Systematic Instruction: Students should be taught the expectations at the beginning of each school year, followed by booster events throughout the year, and explicit instruction should be implemented to ensure that they can distinguish between expected and unanticipated behavior (Horner & Macaya, 2018; Simonsen et al., 2008). Explicit instruction is one of the most used instructional approaches in special education. There are five components of explicit instruction. These include identifying critical skills, segmenting complex skills, modeling or demonstrating how to perform a skill, providing guided practice opportunities, and providing multiple opportunities for students to practice and receive feedback (Hirsch et al., 2019; Hughes et al., 2017). Students can be provided explicit instruction on SW-PBIS expectations through scripted lesson plans, skill-instruction and behavioral matrices, posters, school skits, and assemblies. Furthermore, in recent years, schools have begun incorporating videos into PBIS programs to teach behavioral expectations and social skills (Ennis et al., 2018). It has been suggested that SW-PBIS videos can be used as a model to increase knowledge and understanding of SW-PBIS expectations and facilitate the implementation of SW-PBIS practices among school personnel (Walker et al., 2019). As a result, they can be used to (a) introduce a new initiative to students and staff, (b) explain specific school or classroom expectations, (c) reinforce appropriate behavior among students and staff, and (d) celebrate the success of PBIS implementation (Hirsch et al., 2019). It is, therefore, possible to use videos for staff training and teaching pro-environmental behavior to students. • Positive Reinforcement and Recognition: Students in successful schools are frequently rewarded for their appropriate behavior four to five times more frequently than they are corrected for their behavioral errors (Horner & Macaya, 2018). Therefore, schools should develop a system for recognizing and rewarding students who consistently demonstrate pro-environmental behaviors. Positive reinforcement and recognition can include behavior-specific verbal praise, establishing a token system, or presenting certificates (Andreou et al., 2015; Horner & Macaya, 2018). Furthermore, schools can organize events and activities that recognize students’ environmental achievements and emphasize their efforts to promote sustainability. • Consequences of Inappropriate Behavior: A traditional response to academic mistakes can be used as a basis for reorganizing consequences for inappropriate behavior: (a) interrupt the mistake early; (b) label the mistake; (c) define and prompt alternative behaviors and (d) organize the environment in such a way that peers or adults do not inadvertently reward the problem behavior. If inappropriate behavior continues, Tier II or Tier III support should be provided (Horner & Macaya, 2018). • Data Collection and Use: Data collection is an important component of PBIS framework, which allows the team to answer some questions as following: Are we carrying out the practices as we have planned? What benefits are students experiencing? What is the smallest change we can make that will have the greatest impact on students’ behaviors? (Horner & Macaya, 2018). The results of the data can be interpreted in two ways. It is possible to either continue implementing the system in the same manner or identify areas in which it is not functioning properly and make necessary adjustments. The data also includes information on students who do not respond to Tier I intervention. Students in this situation should be provided with Tier II support. • Ongoing Professional Development and Training: Schools should provide ongoing professional development and training to their staff (e.g., coaching) to ensure the accuracy of implementation (Bethune, 2017).
6. Implementation of Tier II: The PBIS model is built on the assumption that some variables (e.g., prior learning history, academic failure, peer-recruited problem behaviors) will make Tier I support inadequate for some students. It is important that students receiving secondary support continue to receive Tier I support; they are just receiving supplementary support in order to succeed in school. In this context, several strategies can be used at Tier II (Todd et al., 2008), including social skills training, Check-In / Check-Out, First Step to Success, peer mentors, or homework clubs (Crone et al., 2003; Hawken & Horner, 2003; Lewis & Sugai, 1999; Nelson & Carr, 1996; Walker et al., 1998). There are several other interventions that have been shown to be effective for small groups of students in addition to these “manualized” interventions. It is possible to increase daily structure by using schedules, implementing contingencies across groups of students, and providing students with closer supervision (Horner et al., 2010). Additionally, adult monitoring and supervision as well as opportunities for positive reinforcement can be increased (Sugai, 2007). In selecting secondary interventions, schools should consider the needs of their students as well as their resources and existing staff skills (Horner et al., 2010). For example, “green peers” can be formed of students who exhibit expected behaviors and can communicate well. Peers who require additional support can be paired with green peers. The green peers can provide guidance and encouragement to their peers who require assistance in demonstrating pro-environmental behavior. By doing so, students can be supported cost-effectively. In addition, data must be used to select students who may benefit from a particular secondary intervention (e.g., selecting a student for a social skills intervention or a homework club), and the progress of all students receiving Tier II interventions must be monitored. A more frequent data collection is conducted at Tier II so that interventions can be tailored as needed when a student fails to meet predetermined behavioral goals. Furthermore, schools designate one or more intervention coordinators who are responsible for overseeing and managing secondary interventions (Horner et al., 2010).
7. Implementation of Tier III: The Tier-III of the SW-PBIS framework is aimed at students with the greatest need for support. Tier III aims to provide individualized, intensive support for students who require it to address their specific behavioral needs and promote positive behavior in the school environment. It is generally assumed that this tier includes between three and five percent of students. These students can experience psychological, emotional, and social problems that require more complex and individualized intervention (Horner & Macaya, 2018). In order to meet the multiple and unique needs of each student, Tier III supports are individualized to meet their specific needs. Therefore, developing and implementing Tier III requires a significant investment of time and resources, as well as a high level of expertise (Horner et al., 2010).
When a student receives support at this level, a functional behavior assessment (FBA) is generally conducted to determine environmental factors that affect a student’s behavior. A comprehensive behavior support plan is developed based on the results of the FBA. Support plans generally consist of several components, including strategies for influencing a student’s social context, preventing problem behavior, teaching new skills, ensuring appropriate behavior is reinforced, and minimizing the likelihood of reinforcing problematic behavior. It is important to note that students continue to receive Tier I prevention interventions. As a result, behavioral expectations and rules are incorporated into the intervention. Students receiving Tier III must be monitored frequently to ensure they are progressing adequately and that the intervention is being implemented as planned. Furthermore, schools should be able to access qualified personnel to conduct FBAs and develop support plans (Horner et al., 2010).
8. Encouraging Student-Led Initiatives: Empowering students to take responsibility for their school’s environmental efforts can be an efficient motivator. Schools can support their students by providing opportunities to form eco-clubs, plan activities, and lead projects that promote environmental awareness and sustainability within the school and broader community.
9. Celebrating Achievements and Sharing Best Practices for Widespread Impact: Recognizing and celebrating the success of students and staff in fostering a green school culture is essential for sustaining motivation and widespread impact. Schools can share their success stories, showcase their accomplishments, and share best practices with other schools and communities. Schools can also hold workshops and host events to engage the community in sustainable practices.
10. Monitoring and Evaluating: SW-PBIS verifies the system’s functionality with a data-driven approach. “Are the practices being implemented as planned? Do they benefit students socially and academically? Do they need to be adapted?” are the fundamental questions addressed at this stage (Horner et al., 2018). Therefore, systematic evaluation and monitoring of the incorporation of pro-environmental behaviors into the SW-PBIS framework is vital for the success and sustainability of the program. Collecting, analyzing, and sharing data with stakeholders is important to monitor and evaluate processes.
Data collection and analysis can include (a) universal screening for Tier I, progress monitoring for Tier II and III (Horner et al., 2010); (b) annual implementation fidelity for determining if the SW-PBIS is implemented as intended (McIntosh et al., 2017); (c) functional behavior assessment for students who have difficulty demonstrating pro-environmental behavior (Sugai et al., 2000); and (d) measuring pro-environmental behavior outcomes, and evaluating the response of students to the intervention.
Pro-environmental behavior outcomes can be evaluated through energy and water consumption, recycling and reuse rates, waste reduction, and participation in environmental initiatives. It is also important for schools to evaluate feedback received from students, staff, and other stakeholders (Carr et al., 2002). The feedback can be useful in identifying areas for improvement and ensuring that the initiatives positively affect the environment.
Lastly, efficient monitoring and evaluation processes should include systematically sharing progress with stakeholders, including staff, students, parents, and broader community members. By communicating the school’s environmental goals and achievements, schools can foster a sense of shared responsibility and inspire greater commitment to green school initiatives. Therefore, schools must develop a system for collecting data and analyzing on various implementation aspects.
Sample Behavior Matrix.
Our framework consists of these steps. Therefore, it is essential that each school can adapt these steps based on their contextual fit. Through SW-PBIS, schools can be environmentally friendly by cultivating a culture of responsible behavior among students and staff.
Implications for future research and practice
Schools can support sustainability by using SW-PBIS to teach and support pro-environmental behaviors to all students. Therefore, the SW-PBIS framework, which is currently being implemented in several countries, can include pro-environmental and sustainability expectations. Green school initiatives can also use SW-PBIS to teach pro-environmental behavior by ensuring inclusion for all students. In this way, green school initiatives can achieve their objectives through an inclusive approach. Future research is necessary to test the effectiveness of this framework on outcomes including waste reduction, reuse, recycling, green transportation, energy, and water saving. SW-PBIS, which incorporates environmental and sustainability expectations, can be implemented from kindergarten to high school. Future research should also investigate the effectiveness of this framework at different school levels.
Conclusion
By promoting pro-environmental behavior among students, staff, and the community, schools can significantly contribute to a greener future for everyone. Implementing systematic, comprehensive, and diversity-sensitive practices that provide behavioral support to all students is essential to successful green school initiatives in today’s schools. One such approach would be an SW-PBIS framework incorporating pro-environmental behavior to create green school goals. By integrating environmental expectations into SW-PBIS, schools can be pioneers in addressing global environmental issues and making the school settings more environmentally friendly. Thus, it is important to consider the sustainability expectations of SW-PBIS. It can also promote a sustainable mindset in students, contribute to protecting the environment, and mitigate climate change. By practicing environmentally friendly behaviors learned in school, students are more likely to transfer these habits to their homes, neighborhoods, and communities. Schools can also cultivate the next generation of environmentally responsible individuals through waste management and pro-environmental practices. Consequently, students benefit from a positive school climate and become environmentally aware individuals with SW-PBIS who can make a difference in their homes, communities, and beyond. Together, these approaches can support the development of responsible citizens and contribute to a sustainable future for all.
