Abstract
Introduction: Behavioural problems and disruptive behaviour burden both teachers and pupils. In the long term, problems related to pupils’ behaviour have a negative impact on the teaching and guidance provided by teachers to classes as well as on the learning and well-being of other pupils. If there are negative interaction models in the school environment that maintain and strengthen the student’s negative behaviour, behavioural problems may develop into more serious behavioural disorders. However, behavioural problems can be reduced and prevented by means of a schoolwide positive behavioural intervention in which all adults in the school commit to teaching and guiding social behaviour in mutually agreed ways.
Data and methods: The literature search was carried out using the Population, Concept, Context (PCC) search strategy typical for literature reviews with the question: What research has been conducted on the Schoolwide Positive Behavioral Interventions and Supports model? (P = primary and secondary school pupils, C = Schoolwide Positive Behavioral Interventions and Supports (known as ProKoulu in Finland), C = school). The primary focus of the literature search was on impact studies. A systematic literature search was carried out in the following databases: MEDLINE, CINAHL, ERIC, APA PsycInfo, Web of Science and Scopus.
Results: Based on the literature search, 23 studies were included in the systematic review, of which six Nordic (Norwegian) impact studies were evaluated. The data of a yet-unpublished implementation research article from Finland were also used in the assessment. The remaining 17 studies (two meta-analyses, 14 impact studies from non-Nordic high-income countries and one Nordic implementation study) were examined qualitatively. The impact studies affecting the assessment examined the Norwegian PALS operating model, which corresponds to the Finnish ProKoulu model. The results of qualitatively examined studies did not affect the overall assessment of the method, unlike the results of Nordic impact studies. According to the assessment, the Schoolwide Positive Behavioral Interventions and Supports model has a sufficient description and theoretical background. The model has positive impacts on pupils’ problem behaviour. Impacts were found both in the school environment and in the classroom. The model had a positive impact on pupils’ repeated problem behaviour over a period of three years since the launch of the model. The extent of the impacts was moderate at most (pupils’ problem behaviour decreased in the classroom: d = 0.49, p = 0.034; d = 0.13, 95% confidence interval (CI) = (0.125–0.135) and d = 0.13, 95% CI = (0.126-0.133), pupils’ problem behaviour decreased in the school environment: d = 0.59, p = 0.011, d = 0.38, 95% CI = (0.375–0.385) and d = 0.25, 95% CI = (0.236–0.254) = 0.41, 95% CI = (0.406-0.414) and d = 0.02, 95% CI = (0.0190.021), behavioural correction increased: d = 0.09, 95% CI = (0.086–0.094) and d = 0.02, 95% LV = (0.019–0.021), number of pupils with behavioural problems decreased: d = 0.91, p = 0.004; pupils’ outward symptoms decreased: d = -0.79, 95% CI = (-1.27–(-0.31)). No follow-up study has been conducted after the implementation of the method. The quality of the impact studies was good. The readiness to implement the Schoolwide Positive Behavioral Interventions and Supports model was achieved in seven out of nine areas. The Schoolwide Positive Behavioral Interventions and Supports model has the readiness for successful implementation.
Overall assessment: The method receives an overall score of 5(/5), i.e. there is strong documented evidence of the method in the Finnish context.