School-Wide Positive Behaviour Support (SWPBS) as preventive framework to reduce disruptive behaviours: a cross-sectional study
This paper presents the findings from a study implemented during a three-year project, Building School-Wide Inclusive, Positive and Equitable Learning Environments Through a Systems-Change Approach [SWPBS]. Disruptive behaviours are still raising concerns for most of the educators and there is a need to investigate the phenomenon and explore the effects of a preventive, positive-approach to managing problematic behaviours. Research questions Our study aimed to investigate problematic behaviours during primary education among typically developing children and to examine subgroup differences in the effectiveness of the SWPBS framework in Romania. The research questions of the present study were threefold: RQ1: What are the teachers’ perceptions towards the type and intensity of disruptive behaviours found in their school settings? RQ2: What are the characteristics of schools with a high frequency of problematic behaviours? RQ3: If there is a correlation between school-related variables (such as school size and location) and students’ disruptive behaviours? We hypothesised that the correlation of disruptive behaviours would be greater in bigger schools from urban areas.