The PBIS Cultural Responsiveness Field Guide (McIntosh et al., 2019) emphasizes that culturally responsive practices are not an “add-on” to PBIS; they are essential for building systems that reflect and support the diversity of students and communities.

The guide identifies five key components for culturally responsive PBIS: identity, voice, supportive environment, situational appropriateness, and data. Each component encourages teams to examine whether expectations, acknowledgments, and interventions affirm students’ varied cultural and individual identities, including those of students with disabilities.

A central theme of the Field Guide is using data to advance equity. PBIS teams are encouraged to disaggregate behavior and discipline data by race, disability status, gender, and other demographics to identify and address patterns of disproportionality. This practice helps schools look beyond surface-level outcomes and identify where systems may be unintentionally inequitable.

Once disparities are identified, the guide recommends using a cycle of reflection and action: adjusting Tier 1 expectations, refining Tier 2 and Tier 3 supports, and strengthening staff professional learning.

When data-informed equity work is integrated into PBIS, schools create environments in which every student, regardless of background or ability, feels seen, valued, and supported in their success.

The PBIS Cultural Responsiveness Field Guide can be found here: https://tinyurl.com/yc63wzpk