This article was originally published by OSPI and is republished by AWSP with permission.
At the Association of Washington School Principals (AWSP), we believe every system is perfectly designed to get the results it’s getting. If we want to see positive student behavior, we have to design systems that make belonging the default setting. Positive Behavior Supports (PBS) aren’t just about setting expectations or acknowledging good choices; they are about creating environments where every student feels seen, valued, and capable of success. From an AWSP Framework perspective, that is the heart of effective school leadership, and it is where culture, systems, and learning intersect.
Culture: Start with Relationships
In the AWSP Leadership Framework, “Creating a Culture” is where it all begins. When students feel seen, known, and valued, they rise to meet expectations. I recently watched a principal start each day greeting students by name at the door. It seems simple, but the ripple effect was powerful. Students entered classrooms calmer and teachers began the day with positive energy.
Positive Behavior Supports (PBS) are rooted in that same idea: relationships first. Instead of focusing on what went wrong, effective schools focus on teaching what right looks like. Restorative conversations, classroom circles, and genuine curiosity about a student’s perspective all communicate the message, you belong here, and you can grow.
Systems: Build Clarity and Consistency
The next criterion in the Framework, “Ensuring School Safety,” reminds us that consistency builds trust. Students, and adults, thrive when expectations are clear and responses are fair. I’ve seen staff teams rewrite behavior matrices together, adjusting language to sound more like invitations than warnings. It can change the tone of a building.
Strong systems don’t mean rigidity; they mean alignment. When everyone understands what support looks like, staff can focus less on enforcement and more on encouragement. Data becomes a story we use to guide support, not a scorecard of mistakes.
Learning: Keep Engagement at the Center
Ultimately, behavior and engagement are two sides of the same coin. Students who feel successful and interested in their learning rarely need redirection. The AWSP Leadership Framework calls leaders to “Improve Instruction,” because engaging instruction is behavior support.
Students who see themselves reflected in the curriculum and who experience success in authentic, challenging tasks, are less likely to disengage or act out.Leaders play a crucial role in helping the adults in the building see the link between engagement and behavior. Simple shifts, like incorporating student voice in goal setting, designing lessons that connect to real-world issues, or allowing choice in assignments, can transform classroom dynamics.
Leading for Belonging
Positive Behavior Supports aren’t just a strategy; they’re a reflection of how we see our students and ourselves. As school leaders, we model the very behaviors we hope to see: empathy, consistency, and curiosity. The way we handle mistakes, celebrate growth, and care for one another shapes the culture for everyone in the building.
When we take care of the adults, they take care of the kids. And when every student experiences belonging, engagement follows. That’s the heart of Positive Behavior Supports, and it’s the heart of the AWSP Framework.