The need to create effective European schoolwide frameworks that promote social inclusion and academic engagement has been at the centre of several European policy reports. With the huge influx of migrants and refugees in European societies and school, inclusion becomes of paramount importance. The EC gives high priority to early school leaving and social inclusion; making them headline targets in its two consecutive Strategy plans 2010 and 2020. Tackling school failure and promoting social inclusion is a stepping-stone towards a smart and inclusive growth. In Europe 2020 Strategy, the EC has called Member States to set a comprehensive, systematic approach to preventing and responding to the needs of all pupils.
The TaSDi-PBS project purports in examining the feasibility of a schoolwide framework titled Schoolwide Positive Behavior Support (SWPBS) across Europe. SWPBS is a research-based educational framework, originally developed in the United States of America (Sugai & Horner, 1999). As of today, SWPBS is implemented in more than 21,000 American schools. Illustrative and empirical research shows that when SWPBS is implemented systematically and with fidelity for at least 2-3 consecutive years, behavioral problems decrease (20 – 60%), student achievement improves, school climate becomes more positive and safer among students and staff, bullying behaviour decreases, and student social competence improves (Horner, Sugai, Todd, & Lewis-Palmer, 2005; Barrett et al. 2008; Eber, 2006; Muscott et al., 2008).
In collaboration with local elementary schools and academic institutions in Europe, the project TaSDi-PBS addresses school discipline issues by proposing a preventative approach to school failure and problem behaviors. Specifically, TaSDi-PBS examines the design and implementation of SWPBS across elementary schools with specific emphasis on:
(a) training school-based teams to deliver key elements of SWPBS to school staff and students, (b) producing teacher training manuals to teach students schoolwide social expectations, and (c) developing a web-based platform to disseminate project activities for effective communication, use and sustainability among consortium partners and others.
Key activities of the project will include systematic professional development, direct behavior instruction based on classroom-based assessments, and continuous progress monitoring of student outcomes and implementation procedures.
For more information, please visit the project’s website here.
This project has been funded with support from the European Commission. This publication [communication] and all its contents reflect the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project number: [2016-1-HR01-KA201-022147]