What’s our why?
Aligning vision, beliefs and PBIS
The start of a new school year is a great time to either develop a school vision or take a good look at the one you already have. Does your school vision clearly reflect the underlying principles of PBIS by articulating the school’s aspirations for student achievement, connection and wellbeing?
Every school needs a vision. It describes what we want for students in the long run. However, a vision only really matters when it guides everyday decisions. It should be the “why” behind what we do, not just a nice set of words. In PBIS schools, the vision is something people actually use, not just something buried in a document and never mentioned again.
Example vision statement:
Vision
We strive to achieve a safe, positive and equitable learning environment where all students are supported to succeed academically, develop positive relationships and flourish in their future endeavours.
Alongside the vision sits the school mission. This is the “how” describing the key actions the school commits to in order to bring the vision to life. Together, vision and mission help create a shared philosophy about what matters and how the school will work to improve outcomes for all students.
Example mission statement:
Mission
We work together as a school community to create safe, inclusive, supportive and academically rigorous learning environments. By explicit teaching, provision of feedback and matching support to need, we help every student to learn, belong and thrive.
Beliefs about student behaviour are a big part of this conversation. Our beliefs are shaped by our own experiences, what we hear from colleagues, what we read online, and what the media tells us. Unfortunately, a lot of public discussion about behaviour in schools focuses on extremes, such as aggression and defiance. The reality in most classrooms is very different. The behaviours that cause teachers the most stress are usually low-level but persistent: talking, calling out, refusing to work, or answering back. These behaviours are best addressed through strong prevention and consistent, instructional responses, exactly the kind of approaches built into PBIS.
Many educators understandably point to factors outside the school’s control, such as parenting, trauma, disability or disadvantage, when explaining behaviour. While these factors absolutely matter, believing that behaviour is mainly caused by things schools can’t change can limit what we think is possible. It can stop schools from fully investing in strategies that do make a difference.
Research shows that beliefs really matter. What we believe about behaviour influences whether we take up evidence-based practices like PBIS and whether we stick with them. The good news is that beliefs can change. When educators hold more supportive, evidence-aligned beliefs about behaviour, they are more likely to use effective strategies and see positive results.
For this reason, schools need to make space for honest conversations about behaviour beliefs. That means naming misconceptions, agreeing on shared principles, and building a common understanding of how behaviour will be supported across the school. Just as importantly, it means listening. Real change happens when schools allow time for discussion and reflection and are willing to acknowledge concerns.
When vision, beliefs and practice are aligned, schools are far better placed to build a positive, consistent culture that supports both staff and students.
Further reading
Missouri SWPBS Common philosophy and purpose