Positive Behavioral Interventions and Support (PBIS) was instituted this year at HHS. It made the lofty promises of reducing chronic absenteeism and class cuts, incentivizing getting better grades, and improving the morale of the student body. It does this by motivating people to do better in school by giving the opportunity to go to the movies or attend other excursions. Yet, the six teachers and three students I spoke to said that PBIS was not improving these behaviors. 

It is inherently paradoxical that field trips are a reward for good attendance. If one has perfect attendance for a week then they can miss effectively a day of school, thus nullifying the perfect attendance. Using positive reinforcement for normal behavior – As a student, it is one’s duty to arrive to class on time and complete all homework – can send the wrong message to the student body by diminishing the significance of the act in itself. By framing what should be standard behavior as something exceptional can lead to students having unrealistic expectations and lowered standards for achievement. Having positive reinforcement also makes education transactional, as PBIS is framed as ‘if you come here on time x number of days this week, then you can go on y field trip’ which can diminish the intrinsic motivation and sense of initiative that the education system should impart unto young minds. In addition, the field trips aren’t remotely academic in nature.

PBIS’s efficacy could improve exponentially if it balanced positive reinforcement with clearer accountability and meaningful consequences. While rewards can be useful motivators, over-relying on them for basic expectations might lead to lower academic and behavioral standards. To address chronic absenteeism, tardiness, and incomplete work, the school should incorporate appropriate punitive measures that reinforce responsibility.

For example, privileges like field trips, school dances, and sports participation could be tied directly to consistent attendance and academic performance, not just occasional compliance. Students who repeatedly skip class or fail to complete assignments could face restrictions like pass restriction, loss of free periods, or exclusion from non-essential extracurricular activities. In cases of persistent disruption or poor behavior, increased consequences such as in-school suspension, community service hours, or parent-administrator conferences could help reinforce the importance of accountability.

Additionally, PBIS’s current system of frequent, non-academic field trips raises questions about their contribution to student learning. A more effective approach would be to make these excursions less frequent and set a higher standard for eligibility. Students who regularly meet expectations shouldn’t be rewarded for simply doing what is required. To ensure these rewards are meaningful, the school could prioritize educational field trips to places like the Yale Art Gallery, performing arts centers, and museums, offering opportunities for both enrichment and academic growth.

By balancing positive reinforcement with fair but firm consequences, HHS could create an environment where students are motivated not just by rewards but by a genuine sense of responsibility and a desire to achieve. This combination would push students to develop self-discipline and a stronger work ethic — skills that will serve them far beyond the classroom.

What do you think about Hamden’s PBIS program