Behavior Management in Contemporary Education
Fostering Social-Emotional Development
At the International School Ho Chi Minh City (ISHCMC), we are dedicated to fostering students’ social-emotional growth. In 2022, we launched the award-winning Positive ISHCMC (POSISH) framework, encompassing seven key domains: Balance, Safety, Identity, Belonging, Emotional Intelligence (EQ), Entrepreneurial Skills, and Sexual Education. These areas empower students to develop positive mental health, digital citizenship, and comprehensive sexual education skills, addressing a gap identified in the curriculum and nurturing personal growth and academic success (POSISH Curriculum Framework, 2024).
The Need for a Behavior Matrix
While the framework provided proactive social-emotional learning (SEL), a year into its implementation, we recognized the need for a supplementary document to address behaviors that persisted despite the program. In response, the Behavior Matrix was drafted to offer a tiered, structured approach to managing behaviors, integrating both restorative practices and Positive Behavioral Interventions and Supports (PBIS).
The Legacy of Punitive Justice Models in Schools
Historically, school behavior management systems have mirrored punitive justice models, often contributing to what is known as the “school-to-prison pipeline.” This term describes the cycle of disciplinary actions like suspensions and expulsions disproportionately affecting marginalized students (González, 2012; McGrew, 2016). Although this pipeline is largely attributed to national school systems, the influence of punitive discipline persists in international schools as well, particularly in upper grades where infractions become more severe. This model focuses on the child as ‘naughty’ or a problem and prioritizes punishment over restoration, a legacy still reflected in many schools’ policies (Gherardi, 2012; Skiba et al., 2011).
PBIS: A Proactive Alternative
Positive Behavioral Interventions and Supports (PBIS) emerged as an alternative to traditional discipline in the 1990s, promoting a proactive approach to behavior management. PBIS emphasizes clear expectations, positive reinforcement, and tiered interventions based on students’ needs (DeRobertis, 2006). This model challenges our mindsets as both adults and children. We are forced to view each other as complex humans with behaviors linked to the intersectionality of culture, values, faith, family, nutrition, environment, mental health, trauma, and more. Early intervention and consistent positive reinforcement help minimize the need for ‘punishments,’ aligning with ISHCMC’s focus on inclusion and support (Sugai & Horner, 2002; Leverson et al., n.d.).
However, we must remain vigilant. As students progress into higher grades, there is a draw to revert to traditional behavior management measures due to time constraints and the complexity of managing serious infractions. The allure of immediate control through detentions, suspensions, or exclusions remains. Still, research shows that these methods do not address the root causes of behavior, such as trauma or emotional distress (Education Endowment Foundation, 2021).
Restorative Practices: A Time-Consuming but Effective Approach
Restorative practices prioritize repairing harm and building relationships and offer a more holistic alternative to punitive models (Gregory, 2020). In international schools, where diverse cultural backgrounds intersect, these practices have proven effective in promoting empathy, accountability, and mutual understanding. Students are encouraged to reflect on the impact of their actions and take ownership of their behavior. These practices, though time-consuming, strengthen relationships between students, teachers, and families, which is needed in multicultural environments (Team Satchel, n.d.).
What Works in International Schools
Supportive teacher-student relationships are essential, as teachers play a key role in understanding students’ needs and cultural backgrounds and implementing trauma-informed practices (Monash University, n.d.). Beyond the classroom, comprehensive student support involves collaboration between counselors, safeguarding teams, learning support, and clinicians under a unified Student Support Services team. This approach ensures that each student’s emotional, academic, behavioral, and health needs are addressed holistically (Nelson, 2002). By developing individualized intervention plans that consider the full spectrum of a child’s well-being, this interdisciplinary team can offer tailored and effective support, resulting in better student outcomes.
Parents in Partnership: Shifting Expectations
Involving parents in behavior management is non-negotiable, especially in international schools where cultural diversity often shapes different views on discipline (PBIS, n.d.). As part of ISHCMC’s commitment to progressive behavior management, we aim to align these perspectives by fostering open communication, celebrating student successes, and engaging families in restorative processes. Schools that involve parents in these practices report stronger relationships and improved behavioral outcomes, creating a community that supports the well-being of every student (Team Satchel, n.d.).
Moving Forward: RTI and Restorative Models
As ISHCMC continues to refine its behavior management systems, the focus will be on embedding restorative practices and comprehensive frameworks like Response to Intervention (RTI) more deeply into the fabric of the school. These models recognize that behavioral challenges often reflect deeper emotional or social needs, and by addressing these holistically, we ensure that students receive the individualized support necessary for personal growth and success (Fuchs & Fuchs, 2006). The shift towards restorative care is not just about managing behavior — it’s about building resilient learners who can navigate challenges with empathy and accountability (PBIS World, n.d.).
By continuously evolving our approach, engaging with parents, and investing in student support services, ISHCMC is committed to cultivating a school culture that prioritizes emotional well-being and proactive intervention. This holistic approach ensures short-term improvements in behavior and fosters long-term personal and academic success, preparing students to thrive in school and beyond.
References, Further Reading, and Resources
Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26(1), 101–126. https://www.jstor.org/stable/43549786
Christine L. Hancock, Deborah R. Carter. (2006). Building environments that encourage positive behavior: The preschool behavior support self-assessment. The Humanistic Psychologist, 34(2), 177–199.
DeRobertis, E. M. (2006). Deriving a humanistic theory of child development from the works of Carl R. Rogers and Karen Horney. The Humanistic Psychologist, 34(2), 177–199. https://doi.org/10.1207/s15473333thp3402_7
Education Endowment Foundation. (2021, October 27). Improving behaviour in schools. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/behaviour
Fuchs, D., & Fuchs, L. S. (2006). Introduction to Response to Intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93–99. https://www.jstor.org/stable/4151803
Gherardi, S. (2012). Restorative justice in U.S. schools: A research review. National Education Policy Center. https://www.jstor.org/stable/resrep44854
González, T. (2012). Keeping kids in schools: Restorative justice, punitive discipline, and the school-to-prison pipeline. Journal of Law & Education, 41(2), 281–335. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2658513
Gregory, A., & Evans, K. R. (2020). The promise of restorative practices to transform teacher-student relationships and achieve equity in school discipline. Journal of Educational and Psychological Consultation, 30(4), 387–408. https://www.researchgate.net/publication/285551204_The_Promise_of_Restorative_Practices_to_Transform_Teacher-Student_Relationships_and_Achieve_Equity_in_School_Discipline
Leverson, M., Smith, K., McIntosh, K., Rose, J., & Pinkelman, S. (n.d.). PBIS cultural responsiveness field guide: Resources for trainers and coaches. https://www.pbis.org
McGrew, K. (2016). The dangers of pipeline thinking: How the school-to-prison pipeline metaphor squeezes out complexity. Educational Theory, 66(3), 341–367. https://onlinelibrary.wiley.com/doi/10.1111/edth.12173
Monash University. (n.d.). Five ways to use positive behaviour support strategies in your classroom. https://www.monash.edu/education/teachspace/articles/five-ways-to-use-positive-behaviour-support-strategies-in-your-classroom
Nelson, J. R., Martella, R. M., & Marchand–Martella, N. (2002). Maximizing student learning: The effects of a comprehensive school-based program for preventing problem behaviors. Journal of Emotional & Behavioral Disorders, 10(3), 136–148. https://eric.ed.gov/?id=EJ652148
PBIS. (n.d.). Family engagement and PBIS. PBIS. https://www.pbis.org/topics/family
PBIS World. (n.d.). Response to intervention (RTI). PBIS World. https://www.pbisworld.com/tier-3/response-to-intervention-rti/
POSISH Curriculum Framework K-12. (2024). International School Ho Chi Minh City.
Skiba, R. J., Arredondo, M. I., & Rausch, M. K. (2014). New and developing research on disparities in discipline. Discipline Disparities Briefing Paper Series, 1–29. https://indrc.indiana.edu/tools-resources/pdf-disciplineseries/disparity_newresearch_full_040414.pdf
Sugai, G., & Horner, R. H. (2008). The evolution of discipline practices: School-wide positive behavior supports. Child & Family Behavior Therapy, 24(1–2), 23–50. https://portal.ct.gov/-/media/sde/essa-evidence-guides/the_evolution_of_discipline_practices
Team Satchel. (n.d.). Promoting positive behavior: Strategies for student success. https://blog.teamsatchel.com/pulse/promoting-positive-behavior-strategies-for-student-success
Turnaround for Children. (2020). Engaging in restorative conversations with students toolbox (Educational Practice Toolkit 3.8). https://turnaroundusa.org/wp-content/uploads/2020/06/RestorativeConversations-WestEd.pdf
UNICEF. (2017). 7 key steps to implementing positive behavioural systems at your school. https://www.unicef.org/easterncaribbean/media/1191/file/7-Key-Steps-to-Implementing-Positive-Behavioural-Systems-at-You-School-2017.pdf
