Positive behaviour support in Swedish schools: Staff perspectives on relationships, climate, and implementation challenges

This study examines long-term staff perceptions of the Positive Behaviour Support (PBS) framework, implemented over three years in two Swedish compulsory schools, focusing on its impact on teaching, student behaviour, and the overall social environment conducive to learning. Using a qualitative design, data were gathered through group interviews with school staff. Results indicate that staff perceive PBS as highly effective in fostering strong relationships between staff and students, strengthening staff consensus, and cultivating a positive school climate. However, implementation faces persistent challenges: staff reported a lack of resources (including time for documentation and training for new hires), unstructured meeting schedules, and a consensus that the Tier 1 framework is insufficient for supporting students with severe behavioural challenges or engaging older students. The study concludes that successful long-term PBS implementation requires sustained organisational resources, continuous structured follow-up, and a tailored approach to meet the varying needs of all students within the school context.