Introducing School-Wide PBIS Through Family-School-University Learning Lab in Türkiye
Intervention in School and Clinic, vol.62, no.1, pp.48-59, 2026 (SSCI, Scopus)
- Publication Type: Article / Article
- Volume: 62 Issue: 1
- Publication Date: 2026
- Doi Number: 10.1177/10534512261462865
- Journal Name: Intervention in School and Clinic
- Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Agricultural & Environmental Science Database, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Sociology Database (ProQuest), Sociology Source Ultimate (EBSCO)
- Page Numbers: pp.48-59
- Keywords: Learning Lab, school discipline, school-wide PBIS
- Eskisehir Osmangazi University Affiliated: Yes
Abstract
This article introduces School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) in Turkish schools through a family–school–university partnership methodology, Learning Lab. The Learning Lab served as a structured, collaborative process through which educators, families, and researchers jointly examined discipline practices, identified systemic and contextual barriers, and co-developed culturally responsive Tier 1 supports aligned with national regulations. Rather than presenting SW-PBIS as a framework to be adopted directly, this article highlights the collaborative design process used to embed preventive practices within a centralized education system. Practical implications for practitioners include guidance on introducing SW-PBIS across cultural contexts, engaging families as authentic partners in decision making, and using collaborative methods to design equitable and sustainable school-wide behavior support systems.