In this article, we review the research and U.S. Department of Education guidance on how Title I funds can be used to implement Positive Behavioral Interventions and Supports (PBIS). Below is an overview of the key reasons why PBIS is an allowable, research-supported, and impactful investment for improving student outcomes in Title I schools.

Title I of the Elementary and Secondary Education Act of 1965 (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low-income families, aiming to ensure that all children meet challenging state academic standards.

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based framework that enhances academic and social behavior outcomes for all students by emphasizing the use of data to inform decisions about the selection, implementation, and progress monitoring of evidence-based behavioral practices.

Research has consistently demonstrated that implementing PBIS leads to significant improvements in student behavior, academic performance, and overall school climate. For instance, a randomized controlled trial involving 37 elementary schools over four years found that schools implementing School-Wide PBIS (SWPBIS) experienced reductions in student behavior problems, concentration issues, and office discipline referrals, along with enhancements in social-emotional functioning and prosocial behavior (Source).

Further systematic literature reviews have confirmed that PBIS implementation improves student outcomes, educator practices, and school systems. These reviews highlight PBIS as an evidence-based practice effective in reducing exclusionary discipline and enhancing social, emotional, and behavioral outcomes (Source).

The U.S. Department of Education permits the use of Title I funds for school-wide initiatives that improve school climate and culture, including PBIS. According to the Non-Regulatory Guidance for Student Support and Academic Enrichment Grants, LEAs can use funds to implement schoo-lwide positive behavioral interventions and supports. PBIS provides a framework for SEAs and LEAs to develop their capacity to support the social, emotional, academic, and behavioral needs of all their students (Source).

Title I funds are intended to support programs that improve the academic achievement of disadvantaged students. PBIS aligns with this objective by creating positive, predictable, equitable, and safe learning environments where all students can thrive. By implementing PBIS, schools can improve social-emotional competence, academic success, and school climate, which are critical factors in enhancing the educational outcomes of students from low-income families.

Implementing PBIS using Title I funds is a strategic investment that aligns with federal guidelines and supports the overarching goal of Title I: to improve the academic achievement of disadvantaged students. By fostering a positive school climate through PBIS, districts can create an environment where all students have the opportunity to succeed academically and socially.