AbstractK-4 positive behavior intervention support (PBIS) literature tells us that proactively implementing a school-wide process whereby school staff teach students explicit behavioral expectations and reward them for adhering to those expectations significantly decreases negative student behaviors in schools. Additionally, K-4 school-wide positive behavior intervention support (SWPBIS) has shown to be effective in decreasing negative student behaviors and office referrals when SWPBIS is implemented with fidelity (Bradshaw, Debnam, et al., 2009; Bradshaw, Reinke, et al., 2008; Mass-Galloway et al., 2008; Nersesian et al., 2000). We are becoming rich in our understanding of SWPBIS implementation and students' behavioral success. However, the literature does not account for groups of students who despite the promise and success of SWPBIS continue to struggle with behavior needs. This question becomes even more salient when we look at the disproportionate discipline rate of historically marginalized students occurring in schools at a national level. A body of literature exists that theorizes why some students have difficulties in schools where proactive strategies are used to support student behavioral success. This study utilizes cultural mismatch theory to examine this phenomenon and asks three questions: (1) How do African American and Latino students, identified by schools as being in Tier III and needing tertiary behavioral supports, experience the school and classroom climate in a SWPBIS context? (2) How do teachers describe and understand how they support African American and Latino students in Tier III needing tertiary supports? By utilizing semi-structured interviews, this study seeks to understand the overarching question, (3) in what ways do the experiences of African American and Latino students identified by the school as needing tertiary supports converge and diverge with teacher descriptions and understandings of those experiences?Data collection methods include 45-minute interviews with each student participant and 60-minute interviews with adult participants who regularly interact in the various areas of the school during the school day with student participants. Results from this study may provide a deeper understanding of cultural values, behaviors, and norms between historically marginalized students and teachers that might be unintentionally at odds with one another. This research could help educators develop strategies within SWPBIS for supporting students in more proactive and positive ways that also addresses the discipline gap of historically marginalized students.
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