Peer-reviewed article
Understanding parental involvement in the Positive Behavioral Interventions and Supports (PBIS) process in schools: a qualitative study.
Ahmed S, Chitiyo M, Al Jaffal M, Hamdi H ·
Summary
Written by AI, not yet AICS's view ·Key points
Limitations
Abstract
Introduction Students with emotional and behavioral disorders (EBD) often experience difficulties in academic and social functioning. Positive Behavioral Interventions and Supports (PBIS) is widely used to address these challenges; however, parents' experiences and involvement in PBIS remain underexplored. Methods This study employed a qualitative design using Interpretative Phenomenological Analysis (IPA). Semi-structured interviews were conducted with eight parents of children receiving PBIS support. Data were analyzed through iterative transcript review, identification of emergent themes, and cross-case analysis. Results Findings revealed that parents had limited understanding of PBIS and reported minimal involvement in decision-making processes. Key barriers included communication gaps, unclear expectations, and limited structured collaboration. Although parents expressed willingness to support their children, many felt excluded from the PBIS process. Discussion The findings emphasize the need to strengthen family-school communication and create more inclusive opportunities for parental engagement. Enhancing shared decision-making and clarifying parental roles may improve PBIS implementation and support better outcomes for students with EBD. Implicatons for practice and future research are discussed.