The unheard voices: Students’ perspectives on positive behaviour support in Swedish compulsory schools

A crucial disconnect exists in school behaviour supports, where the voices of students are often unheard. This study explores Swedish compulsory school students’ perspectives on the impacts of Positive Behaviour Support (PBS) framework. While PBS is an evidence-based framework, existing research largely overlooks the subjective experiences of students, the ultimate recipients of the intervention. Data were collected through group interviews with 57 students across two schools in Sweden. A Reflexive Thematic Analysis (RTA) revealed three themes: safety and belonging, the role of teachers, and the elements of a social environment conducive to learning. Findings indicate that a student’s sense of security is deeply rooted in strong social relationships with peers and teachers. However, students identified hot spots (e.g. bathrooms, corridors) as areas of insecurity and expressed a desire for teachers to set clearer boundaries and be less lenient toward disruptive behaviour. Furthermore, students linked academic engagement and a social environment conducive to learning to active, hands-on learning, suggesting that the educational approach has a significant influence on the classroom climate. The study concludes that for PBS to be effective, implementation must prioritise student–teacher relationships, consistent classroom management, and engaging pedagogy, moving from an adult-centric focus toward a truly student-centred approach.