Positive Behaviour Support in Inclusive Primary Schools: Evidence, Implementation Challenges, and Future Directions for Supporting Students with Special Educational Needs

Abstract

The increasing number of students with Special Educational Needs (SEN) in mainstream schools has resulted in a growing demand for effective behavioural support strategies that promote inclusion and reduce the use of exclusionary disciplinary practices. Positive Behavior Support (PBS) has emerged as an evidence-based, preventative framework that aims to improve behavioral, academic, emotional, and social outcomes through environmental modification, skill development, and positive reinforcement. This systematic review synthesizes evidence on the implementation and effectiveness of PBS in inclusive primary school settings, and explores factors associated with successful implementation. A systematic search was conducted in six electronic databases (Scopus, Web of Science, PsycINFO, ERIC, PubMed, ScienceDirect) following the PRISMA 2020 guidelines. The studies published between 2000 to 2026 were included in this review. After screening and determining eligibility, 54 studies were included in the final synthesis. Findings indicate that PBS is associated with reductions in disruptive behavior, aggression, office disciplinary referrals, and exclusionary practices, as well as increases in academic engagement, emotional regulation, school climate, and teacher self-efficacy. Benefits were particularly noted for students with autism spectrum disorder, attention-deficit/hyperactivity disorder, and other developmental disabilities. However, implementation fidelity, teacher preparation, leadership support, and cultural responsiveness were identified as critical predictors of intervention success. The review concludes that PBS has potential as a framework for promoting inclusive education and highlights the need for culturally responsive, feasible and teacher-led interventions across various educational contexts..