The Impact of Positive Behavioral Interventions and Supports on Office Discipline Referrals in Quebec Schools: A Descriptive Analysis.

This article examines the implementation and effects of Positive Behavioral Interventions and Supports (PBIS) in four Quebec schools—three secondary and one elementary—focusing on Tier one universal interventions. PBIS, an evidence-based framework designed to improve school climate and reduce major misbehavior, was adapted minimally for the French-speaking Quebec context and implemented with sustained coaching and adherence to six key conditions, including staff commitment and administrative leadership. Over three years following PBIS adoption, the schools recorded a 78% overall reduction in office discipline referrals (ODRs) per student, indicating a substantial decrease in major misbehaviors despite challenges such as limited prior use of behavioral data and the COVID-19 pandemic. The study highlights the relevance and sustainability of PBIS in Francophone educational settings and secondary schools, where research has been limited, while noting the need for further studies with larger samples and additional behavioral measures beyond ODRs.