By Dr. Tim Grivois, Executive Director
When schools look for alternatives to PBIS, it’s almost never because they don’t believe in students or being proactive about how we support kids in being their best at school. It’s usually because the version of PBIS they’ve inherited feels heavy, scripted, or misaligned with who their school actually is.
And I get that.
I’ve spent years helping schools implement PBIS well, and I’ve also seen schools thrive with systems that look nothing like PBIS at all. Sometimes the right solution is PBIS. Sometimes it’s PBIS simplified. And sometimes it’s an entirely different approach that matches the culture, strengths, and bandwidth of the adults who show up for kids every day.
The goal isn’t PBIS.
The goal is a system that helps students and teachers thrive. Schools deserve more than a single option.
When PBIS Works — and Why Schools Sometimes Think It Doesn’t
PBIS, at its core, is simple:
- teach what you expect
- recognize what you value
- support students who need more
That’s the whole intent.
But the PBIS that schools are so often trying to implement looks like this:
- more paperwork than anyone expected
- a point system no one updates (or even likes all that much)
- rewards that feel transactional
- expectations written for a manual, not real classrooms
- data systems that ask more of teachers than they offer in solutions
When PBIS becomes all of that, it’s understandable that teams begin looking for alternatives. In many cases, the issue isn’t PBIS itself, but that the system has grown more complicated than staff can carry.
When PBIS Really Isn’t the Right Fit
There are also moments when PBIS isn’t just overwhelming. Sometimes what a school has inherited is genuinely misaligned with its philosophy or community.
Schools often move away from PBIS when:
- extrinsic rewards don’t match their values
- teachers want autonomy over scripts
- trauma-responsive practices feel more appropriate
- relationships matter more than tokens
- staff bandwidth is too limited for layered systems
In these cases, switching frameworks isn’t failure. Honestly, it’s insight. “Classic” PBIS isn’t the only way to build clarity, consistency, or community.
Three Alternatives You Might Try Instead of “Classic” PBIS (Without Adopting a New Program or Overwhelming Your Team)
1. Try a recognition approach that centers connection, not rewards
If tickets and tokens feel disconnected from your culture, you might experiment with:
- noticing and naming moments that reflect your school’s values
- quick teacher–student check-ins
- celebrating growth publicly or privately
- calling home with authentic praise
- classroom routines that intentionally build belonging
This does everything PBIS intends without creating a reward economy your community doesn’t believe in.
For many schools, this one shift changes the climate.
2. Try a simple, teacher-designed Tier 1 system
If PBIS feels too large or too scripted, you might try:
- choosing two or three core values your staff truly lives
- co-writing expectations in real teacher language
- short, weekly reteaches instead of full-blown lessons
- one or two campus routines everyone agrees to maintain
- a quick problem-solving conversation instead of incident reports
Most schools don’t need a full PBIS architecture. They just need clarity, and clarity doesn’t require a binder.
3. Try a lighter, more human Tier 2 routine
If your Tier 2 system requires more bandwidth than your team has, you might explore:
- Check-In/Check-Out as a relational anchor, not a points system
- interest inventories to better understand students
- short conversation guides for tough moments
- mentoring routines that fit into teachers’ or counselors’ days
- flexible goals that students help design
The most effective Tier 2 supports are often the simplest ones, and these are the ones adults actually have the time and emotional capacity to implement.
So What Should Your School Choose?
A surprisingly helpful place to start is one honest question: “Is PBIS the problem, or is our version of PBIS simply larger than our capacity?”
If your staff is uncomfortable with rewards, charts, or scripts, a different model may serve your values better.
If your teachers are carrying more than anyone reasonably can, build something smaller that honors their bandwidth.
The right answer is the one that feels natural, human, and sustainable.
What I Believe and What I’ve Seen
Schools deserve behavior support systems that feel like their culture, not someone else’s. And they deserve permission to build those systems without apology.
Sometimes that’s PBIS done well. Sometimes it’s PBIS simplified to its essentials. Sometimes it’s something completely different: rooted in connection, clarity, and the belief that adults need support just as much as students do.
The exact framework doesn’t matter as much as whether you’re doing something that works and you believe it’s truly what’s best for your school.
When the system fits the people who are actually living it, students feel it, teachers trust it, and meaningful change takes root.
If your team is trying to create a system that feels human and sustainable, and you’d like someone to think through options with you, I’m always glad to connect. No pressure at all — just here if it would help. Email me here.