PBIS is NOT

Myths About PBIS

Myth 1: PBIS is not equitable.

Fact: PBIS is designed for all students. Each school creates its own behavior matrix and consistent responses, so recognition and discipline apply fairly to everyone.

Myth 2: PBIS is just one more task for already overloaded educators.

Fact: PBIS reduces workload in the long run. With consistent systems, schools see fewer discipline issues and teachers gain more time to teach.

Myth 3: PBIS doesn’t work with older students.

Fact: PBIS works at every grade level. While strategies look different in high school than elementary, positive recognition and clear expectations benefit all ages.

Myth 4: Once you stop rewarding a specific behavior, students stop doing it.

Fact: PBIS isn’t static. Schools adapt expectations and recognition over time, helping students carry positive behaviors into the wider community.

Myth 5: PBIS is just a “program” we’ll try for a while.

Fact: PBIS is a long-term framework, not a short-term program. Schools that commit to it see lasting improvements in climate and culture.

Myth 6: There is only one way to implement PBIS.

Fact: PBIS looks different in every school. Each community tailors its behavior matrix and practices to meet unique needs.

Myth 7: The “Positive” in PBIS just means handing out treats.

Fact: Rewards are only one tool. “Positive” means building a supportive school climate and strong teacher-student relationships, not bribery.

Myth 8: PBIS means there are no consequences.

Fact: PBIS doesn’t remove discipline—it balances it. The focus is on teaching and reinforcing expectations, while consequences are applied fairly when needed.