Educators from southern Idaho met at Boise State University on February 26 to discuss student behavior challenges in schools. The event, organized by the College of Education, aimed to provide teachers and school leaders with practical and research-based strategies for promoting positive student behavior and reducing disruptions in classrooms.
Monique Pinczynski, assistant professor of special education, said the symposium was organized in response to feedback from educators seeking more support and practical tools for managing student behavior. “We wanted to respond to the need we’ve heard from educators,” Pinczynski said. “Educators need support with behavior and practical tools they can actually use.”
The symposium featured presentations from experts in Positive Behavioral Interventions and Supports (PBIS), a framework that helps schools develop systems, practices, and data-driven approaches to improve students’ behavioral, academic, and mental health outcomes. Research indicates that implementing PBIS can lead to improved school climate and reduced disciplinary incidents by focusing on proactive support rather than punishment.
Kathleen Strickland-Cohen, associate professor at the University of Utah’s Department of Special Education and Utah state leader for the National Center on Positive Behavioral Interventions and Supports, delivered the keynote address. She discussed how schools can build a supportive culture through different levels of intervention. “We see that [this framework] can improve the overall health of the school, and we see safety improve from students and staff,” Strickland-Cohen said. “We need systems in place so we are supporting student behavior, the staff’s implementation of those practices over time, and we need to make sure we have the data at our fingertips to make those decisions.”
Throughout the day, attendees participated in sessions covering topics such as classroom management techniques, executive function skills, mental health-informed care, and tailored supports for various age groups. The symposium concluded with a panel discussion featuring school leaders from Basin, Homedale, and Payette districts who shared their experiences using PBIS frameworks.
The renewed focus on student behavior comes as educators report an increase in classroom challenges following disruptions caused by the COVID-19 pandemic. Extended periods away from structured learning environments have impacted students’ ability to adapt to social and behavioral expectations.
Pinczynski noted that while there has been increased attention on discipline issues at both state education agencies and other organizations since the pandemic began, she believes prevention through proven frameworks like PBIS is more effective than introducing new or more reactive disciplinary measures.
Idaho Superintendent of Public Instruction Debbie Critchfield opened the event by emphasizing the importance of understanding these issues today. “Every single one of us plays a role in some form,” Critchfield said. “I applaud you for taking time out of what you have to do, your important jobs, to come and learn and share together…and to have our educational professionals provide you access to [support].”
Jose Felix from Notus School District attended with hopes of bringing positive behavioral frameworks back to his rural district. He highlighted one key takeaway: assigning classroom responsibilities that align with students’ strengths as a way for them to contribute positively. Felix also emphasized teamwork among staff members when supporting positive behaviors: “Everyone has strengths,” he said. “We need to find and develop them [in the students]. It’s important to work as a team with a consistent approach across all staff members.”
