Debunking PBIS Criticisms and Myths: Why Does PBIS Work?

Misconceptions about Positive Behavioral Interventions and Supports (PBIS) can make it hard to get staff buy-in or launch a successful initiative. This article clears up the most common myths and shows why PBIS is an effective framework for building a positive school culture.

7 myths of PBIS

Myth 1: PBIS rewards students for what they should already be doing

It’s a common misconception that PBIS rewards students for meeting basic expectations. But not every student arrives at school knowing what’s expected of them. Just like an academic skill, positive behavior can be taught. Practice and reinforcement help the positive behavior stick. 

PBIS treats behavior as a skill that can be developed over time. A strong PBIS framework reinforces positive behavior in students who already demonstrate it and provides clear guidance for those still learning. It’s not about handing out rewards when students do what they’re supposed to. It’s about creating a consistent, supportive environment where all students can thrive.

Myth 2: PBIS conditions students to expect rewards

Some worry that PBIS makes students behave only when they expect a reward. They view incentives as a form of bribery. This comes from a misunderstanding of PBIS rewards. Students are not being rewarded for compliance. That’s not how PBIS works.

PBIS incentives are designed to be meaningful and tied to school values. They often involve privileges, recognition, or opportunities for choice, like selecting a class activity or earning extra free time.

Some rewards can be earned quickly, while others require consistent effort. This gives students repeated chances to practice positive behaviors until they become habits. Many incentives also involve the whole class, encouraging teamwork and cooperation.

Myth 3: Incentives are expensive

It’s understandable to think PBIS incentives might be costly, but many of the most effective ones are free. Here are some examples:

• A positive phone call or email to caregivers
• Extra recess or free time
• A shout-out during morning announcements
• Lunch in the classroom with friends
• The opportunity to lead a class activity

For incentives that do require a purchase, local businesses are often willing to help. They may donate items, like a free book, or offer a discount.

Myth 4: PBIS means no discipline

Some teachers worry that PBIS will prevent them from disciplining students. This myth often comes from the belief that implementing PBIS replaces consequences or requires a major shift in how teachers manage behavior.

First, let's be clear about what we mean by “discipline.” In PBIS, discipline doesn’t mean punishment. It means responding to misbehavior in a way that teaches expectations, restores relationships, and helps students learn from mistakes. PBIS works with these disciplinary practices, not instead of them.

The goal is to build a school culture where students understand expectations, feel supported, and misbehavior happens less often, not a culture where discipline disappears.

Myth 5: PBIS only works with certain age groups

Those who only know PBIS in passing might assume it works best with a specific age group. Some believe it’s most effective in elementary schools because the students are young enough for it to make an impression. Others might think it works best in middle or high schools because students at this age have developed the ability to reflect on their behavior.

In fact, PBIS is designed to support students of all ages, and numerous case studies show its success across grade levels. 

Myth 6: PBIS is just another passing trend

Education is constantly evolving, and many teachers have seen new programs come and go. It’s understandable, then, that PBIS might at first feel like just another initiative that will fade with time.

But PBIS isn’t a trend; it’s an evidence-based framework used nationwide for decades. PBIS provides a consistent, schoolwide structure for supporting student behavior. It emphasizes clear expectations, positive reinforcement, and guidance in making responsible decisions—practices that can be sustained year after year.

Myth 7: PBIS means more work

Some educators worry that PBIS will overhaul their existing practices and ultimately create more work for them. After all, there’s learning how PBIS works, teaching behavioral expectations, and constantly monitoring results.

While getting started with PBIS does require effort, it is designed to streamline—not replace—what schools already do. PBIS fits within the broader MTSS framework, working alongside academic and behavioral supports to prevent students from falling behind in the first place. Many of the strategies are the same, which keeps expectations consistent across classrooms and schools.

Over time, this alignment can make daily routines more efficient. Clear expectations reduce the need for repeated corrections, and digital tools can simplify tracking and reinforcement. Rather than adding more tasks, PBIS helps educators focus their time and energy where it matters most: supporting students’ growth and success.

A welcoming school experience

Implementing PBIS offers many benefits. It improves school climate by teaching and reinforcing behaviors that support a positive learning environment. Interactions between students and teachers tend to become warmer and more respectful, making the school a more welcoming place for everyone. In short, PBIS can streamline classroom management and make teaching more rewarding.

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This article was adapted from a blog post initially developed by the education technology company Classcraft, which was acquired by HMH in 2023. The views expressed in this article are those of the author and do not necessarily represent those of HMH.