Bastable, EoinFairbanks Falcon, SarahNese, RhondaMeng, PaulMcIntosh, Kent2023-09-282023-09-282021-07-14Eoin Bastable, Sarah Fairbanks Falcon, Rhonda Nese, Paul Meng & Kent McIntosh (2021) Enhancing School-wide Positive Behavioral Interventions and Supports Tier 1 core practices to improve disciplinary equity, Preventing School Failure: Alternative Education for Children and Youth, 65:4, 283-290, DOI: 10.1080/1045988X.2021.1937020https://hdl.handle.net/1794/28915Addressing racial disparities in school discipline is an urgent and widespread issue facing U.S. schools. One approach to improve racial equity in school discipline practice is to enhance the contextual fit of empirically validated school-wide practices. School-wide Positive Behavioral Interventions and Supports (SWPBIS) is a widely implemented and research-validated approach shown to improve behavioral and academic outcomes, yet evidence suggests students of color remain disproportionately disciplined in schools implementing the SWPBIS framework to fidelity. Contextual fit is a core principle of SWPBIS, but in practice, schools may lack effective strategies to enhance equity using the framework’s Tier 1 core practices. This article describes promising enhancements to universal school practices aimed at reducing school discipline disparities.en-USCreative Commons BY-NC-ND 4.0-USSchool-wide Positive Behavioral Interventions and Supports; Disciplinary equity; Culturally responsive practicesArticle