High schools are dynamic and challenging environments where students transition from adolescence to adulthood, balancing academics, social pressures, and emotional growth. How can schools create an environment that supports this journey while addressing behavior challenges and fostering academic success? The answer: Positive Behavioral Interventions and Supports (PBIS).

PBIS offers a proven framework to transform school climate by setting clear expectations, recognizing positive behaviors, and using data-driven strategies. In this overview, we’ll explore what PBIS is, why it works in high schools, creative reward ideas, strategies for overcoming implementation challenges, and how tools like Minga can streamline and enhance your PBIS program.

TLDR

PBIS in high schools builds on the same multi-tiered framework used in elementary and middle schools, but it’s designed to meet the unique challenges of older students and the complexity of high school life. The core principles—encouraging positive behavior, improving school climate, and using data to guide decisions—stay the same across all grades. However, high schools require a greater focus on autonomy, academic alignment, and preparing students for post-secondary success when addressing behavioral, academic, social, emotional, and mental health needs. PBIS is most effective when tailored to high schoolers, incorporating rewards such as academic privileges, social incentives, and real-world benefits. Implementation challenges—such as large student populations, academic pressures, student autonomy, and staff buy-in can make implementation tricky, but with the right approach and digital tools like Minga, schools can simplify the process.

What Is PBIS?

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based framework designed to create positive, safe, and equitable school environments where every student can thrive. By addressing behavioral, academic, social, emotional, and mental health needs, PBIS fosters improved social-emotional competence, academic achievement, and school climate while promoting teacher well-being. This proactive, tiered system encourages positive behaviors, prevents problematic ones, and ensures students receive the tailored support and resources they need to succeed.

At its core, PBIS is built on the following principles:

  1. Clear Expectations: Clearly defining and consistently teaching school-wide behavioral expectations to create predictability and structure.
  2. Positive Reinforcement: Recognizing and rewarding positive behavior to motivate students and reinforce desired outcomes.
  3. Consistently Correct Problem Behaviors: Using predictable, fair, and appropriate consequences when misbehavior occurs.
  4. Data-Driven Practices: Using real-time data to monitor progress, identify areas of need, and guide interventions that drive meaningful improvements.
  5. Multi-Tiered Systems of Support (MTSS): Providing support at different levels based on student needs.
    • Tier 1: Universal, Primary Prevention (All Students 80-100%)
    • Tier 2: Targeted, Secondary Prevention (Some Students 10-15%)
    • Tier 3: Intensive and Individualized, Tertiary Prevention (Few 1-5%)
Multi-Tiered Systems of Support (MTSS)
Diagram of the Multi-Tiered Systems of Support (MTSS) used in Positive Behavioral Interventions and Supports (PBIS)

Does PBIS Work in High Schools?

The effectiveness of PBIS is well-documented across all grade levels, including high schools. While traditionally more common in elementary and middle schools, PBIS has proven to be highly effective in addressing the unique challenges faced by high schools.

Key Benefits of PBIS in High Schools

  • Improved Behavior: Reduces office referrals, suspensions, truancy, tardiness, and substance use while promoting positive actions.
  • Better Attendance: Encourages attendance and engagement through a positive climate, proactive interventions, and rewards.
  • Enhanced School Climate: Builds a culture of inclusivity, respect, and accountability where students and staff feel safe and motivated.
  • Reduced Dropout Rates: Supports at-risk students with targeted interventions, fostering engagement, relationships, and persistence.

Tailoring the Tiers of PBIS for High School

While PBIS in high schools builds on the same multi-tiered framework used in elementary and middle schools, it is uniquely adapted to meet the developmental needs of older students and the complexities of high school environments. The core principles—promoting positive behavior, improving school climate, and using data-driven practices—remain consistent across all grade levels. However, high schools require a greater focus on autonomy, academic alignment, and preparing students for post-secondary success.

Tier 1: School-Wide Support

Like in lower grade levels, Tier 1 establishes the foundation for all students by creating consistent expectations, reinforcing positive behaviors, and fostering a sense of community. However, high schools must navigate larger student populations, departmentalized staff, and diverse student needs. Tier 1 strategies at this level often include systems to support staff collaboration, integrate student voice, and address the transition challenges of freshmen, as success in the first year is critical for long-term engagement.

Tier 2: Targeted Interventions

Tier 2 remains similar to lower levels by offering additional support for students who need more than universal strategies. However, in high schools, this tier places added emphasis on improving attendance and academic performance, alongside behavior management. High school students often face unique challenges, such as chronic absenteeism or disengagement due to the increased demands of adolescence. Targeted interventions, such as peer mentoring, check-in/check-out programs, and group academic supports, help students stay connected and accountable.

Tier 3: Individualized Support

As with all levels of PBIS, Tier 3 in high schools delivers intensive, student-focused interventions for those with significant challenges. What sets it apart at the high school level is its alignment with career and college readiness goals. These supports often include individual counseling, post-secondary planning, and skill-building to prepare students for life beyond graduation. High schools also leverage restorative practices and social-emotional learning programs to meet the complex needs of older students.

PBIS in High School CTA Banner

High School PBIS Rewards

Rewards and incentives are a cornerstone of PBIS, but in high schools, they must be tailored to the unique needs and motivations of teenage students. Unlike younger children, high schoolers are highly motivated by rewards that reflect their growing independence, social priorities, and future aspirations. Effective incentives at this level often provide real-world benefits, enhance social status, or grant privileges that align with students’ desire for autonomy and choice.

PBIS Incentives for High Schools

1. Exclusive Academic Privileges

High school students place great value on incentives tied to academic success and flexibility:

    • Final Exam Exemptions: For example, students who rack up enough PBIS points can earn exemptions from final exams, reducing stress and providing a tangible benefit for their efforts.
    • Advanced Class Scheduling: At Allen High School, seniors with enough Minga points gain VIP early access to the class scheduling system, allowing them to select classes 48 hours before their peers. This coveted reward gives students control over their schedules, making it a powerful motivator.

2. Privileges That Enhance Independence

High schoolers value incentives that provide more freedom and autonomy:

    • Parking Perks: Reserved parking spots close to the building.
    • Open Campus Lunch: Permission to leave campus for lunch.
    • Flexible Deadlines: Extensions on certain non-critical assignments or projects.

3. Social Status Rewards

Rewards that boost a student’s visibility or influence among peers are particularly appealing:

    • VIP Lounge Access: A special space with comfortable seating, snacks, and entertainment available only to students who earn a certain number of points.
    • Event Passes: Free or discounted tickets to dances, sporting events, or concerts.
    • Social Recognition: Shoutouts on school social media, announcements, or leaderboards.

4. Tangible Rewards

Tangible items remain popular, but they should reflect high schoolers’ interests:

    • School Merch: School-branded merchandise like hoodies or backpacks.
    • Gift Cards: Gift cards to local restaurants, coffee shops, or online stores.
    • Tech Accessories: Everyday accessories like phone chargers, earbuds, or pop sockets.

5. Experiential Rewards

  • Priority Access to Events: Skip-the-line privileges for dances, games, or school activities.
  • Student-Driven Experiences: Let students design and vote on school events, such as Spirit Week themes or movie nights.
  • Behind-the-Scenes Opportunities: Shadow a favorite teacher or participate in unique activities like lunch with the principal.

Why These Rewards Work

High school students are driven by rewards that resonate with their goals and lifestyles. Incentives like final exam exemptions make their day-to-day lives easier and more rewarding, while VIP privileges and social recognition appeal to their desire for autonomy and belonging. By aligning PBIS rewards with what truly motivates high schoolers, schools can create an engaging and supportive environment where positive behavior is consistently encouraged and celebrated.

Digital tools like Minga simplify the implementation of these reward systems, allowing schools to track points, manage incentives, and maintain fairness effortlessly. By leveraging these tools, high schools can ensure their PBIS programs remain effective and impactful.

PBIS in High Schools Testimonial

Challenges in Implementing PBIS in High Schools

Implementing PBIS in high schools presents unique challenges that differ significantly from those encountered in elementary and middle schools. These challenges arise from the complexity of high school environments, the developmental stage of students, and the organizational structure of high schools.

1. Larger and More Complex School Environments

High schools are often significantly larger than elementary or middle schools, with a higher number of students, staff, and departments. This size and complexity make it difficult to establish consistent expectations and buy-in across the entire school.

  • Challenge: Coordinating PBIS efforts across various departments and ensuring consistency in implementation.
  • Solution: Build cross-departmental leadership teams and provide regular training to maintain alignment.

2. Diverse Student Needs and Developmental Stages

High school students are at a critical developmental stage, transitioning to adulthood and navigating greater independence. Their needs are more diverse, ranging from social-emotional challenges to preparing for post-secondary opportunities.

  • Challenge: Balancing behavior interventions with academic and future-focused priorities, such as career and college readiness.
  • Solution: Tailor PBIS supports to address issues like attendance, academic performance, and future planning, particularly at Tier 2 and Tier 3 levels.

3. Increased Student Autonomy

High school students value independence and are less likely to respond to traditional rewards or systems that feel juvenile. They may resist behavior interventions if they perceive them as controlling or unnecessary.

  • Challenge: Gaining student buy-in and designing rewards that are relevant and meaningful to high schoolers.
  • Solution: Involve students in shaping PBIS programs, allowing them to contribute to decision-making and creating incentives like advanced scheduling privileges or exam exemptions.

3. Academic Pressures on Staff

High school teachers often prioritize academic outcomes and may view behavior management as secondary. This focus can lead to resistance in adopting PBIS practices or fully engaging with the framework.

  • Challenge: Encouraging staff to see the connection between behavior management and academic success.
  • Solution: Provide professional development that highlights how PBIS reduces disruptions, improves engagement, and ultimately supports academic goals.

5. Data Collection and Management

High schools generate large volumes of data, including attendance, grades, and behavior reports. Managing and analyzing this data to inform PBIS practices can be overwhelming.

  • Challenge: Streamlining data collection and using it effectively to guide interventions.
  • Solution: Utilize digital tools like Minga to track, organize, and analyze data in real-time, making it easier to identify trends and implement targeted supports.

The Role of Digital Tools like Minga in PBIS Success

In the unique and dynamic environment of high schools, digital tools like Minga’s Campus Management Platform play a critical role in supporting PBIS by addressing the specific challenges of larger school sizes, complex organizational cultures, and the developmental needs of older students. These tools not only streamline PBIS implementation but also enhance its impact, creating an environment where positive behavior, accountability, and engagement thrive.

Meeting the Challenges of High Schools

High schools face distinct contextual factors—such as size, culture, and student age—that influence PBIS implementation. Minga addresses these challenges with features that build consistency, foster communication, and provide data-driven insights:

  • Consistency: Minga’s robust behavioral tools empower leadership teams to maintain alignment in behavior policies and expectations. With behavior monitoring and a progressive consequences framework, schools can ensure consistent enforcement of tardy policies, behavior interventions, and escalating consequences—without overburdening staff.
  • Communication: Minga streamlines communication between students and staff through one central social feed, in-app messaging, push notifications, and announcements. Students’ voice is amplified with tools that allow them to participate in shaping school culture and PBIS programs.
  • Data & Reporting: Real-time tracking of tardies, behavior, and engagement helps schools collect, analyze, and act on data to refine their PBIS practices. Minga’s reporting tools provide actionable insights for leadership teams to monitor outcomes and make informed decisions.

Supporting Every Tier of the PBIS Framework

Minga is tailored to support all tiers of PBIS implementation in high schools:

Tier 1: Building a Foundation for Success

  • Collaborative Systems: Minga engages students and educators in defining school-wide expectations through announcements, polls, notifications, and feedback tools, emphasizing student voice and shared goals.
  • Aligned Expectations: Digital school communication, tardy policies, and progressive discipline, ensure consistent classroom and school-wide expectations, promoting clarity, predictability. and punctuality
  • Positive Reinforcement: A customizable PBIS rewards system acknowledges positive behavior with points, prizes, and public recognition, motivating students to meet expectations.
  • Respectful Responses: Digital hall passes,  MTSS interventions, and behavior-tracking tools support and facilitate respectful responses to unwanted behavior while fostering accountability.
  • Family Engagement: Transparent communication keeps families informed of expectations and behavior trends, ensuring alignment between school and home.
PBIS Rewards Points Dashboard

Tier 2: Targeted Support for Student Needs

  • Focused Instruction: FlexTime Manager enables the organization of Saturday school detentions and targeted interventions during flex periods, such as academic workshops, post-secondary planning, behavior skill-building, or social-emotional sessions. 
  • Increased Supervision: Tools like Event Manager, Check-Ins, and Digital Hall Pass provide real-time oversight and data on student movement, ensuring a safer and more structured campus environment. Meanwhile, behavior tracking and management enables early interventions for at-risk students.
  • Enhanced Reinforcement: Targeted PBIS rewards and recognition posts celebrate progress, providing motivation for Tier 2 students.
  • Prompts & Reminders: Minga enhances student accountability and engagement with real-time notifications for behaviors, consequences, hall passes, and teacher-assigned activities, while school alerts, messages, and announcements ensure they stay informed and up to date.
  • Real-Time Family Updates: Minga’s real-time behavior updates keep parents informed, enabling data-driven conversations with teachers and fostering shared accountability for student success.
Boost engagement with a PBIS Rewards system using points and praises.

Tier 3: Intensive, Individualized Interventions

  • Collaborative Planning: Behavior tracking and communication tools enable educators, families, and students to collaborate on tailored intervention plans.
  • Wraparound Support: FlexTime Manager can help facilitate personalized counseling, mentoring, or other academic remediation sessions coordinated across multiple teams during student flex periods.
  • Data-Driven Interventions: Detailed reports guide function-based behavior plans and ensure interventions remain effective.
Behavior Module - Warning and suspension notice for bullying

Conclusion

PBIS in high schools offers a proven framework to improve behavior, boost engagement, and create a positive school climate. By addressing the unique challenges of high school settings and incorporating meaningful rewards, PBIS can transform how students and staff interact.

Digital tools like Minga amplify these benefits, making implementation easier and more effective. If your school is considering PBIS or looking for ways to enhance its existing program, Minga provides the tools and support you need to succeed.

Ready to take your PBIS program to the next level? Learn more about Minga’s PBIS Rewards or schedule a demo today!

PBIS & Behavior Management Success Stories

Related Posts