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The Need for an Equity-Focused, Trauma-Informed PBIS System: Addressing the Gaps in School Discipline
Stone-Hausman, Talisa
Stone-Hausman, Talisa
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Abstract
To be successful, PBIS must evolve beyond generalized strategies into a flexible, trauma-sensitive, and equity-rooted system. That means centering student lived experiences, training staff to recognize trauma responses, addressing racialized patterns in discipline, and prioritizing relationships over control. Schools must move from viewing discipline as behavior management to seeing it as a critical opportunity for healing, connection, and transformation. When we frame PBIS through the lenses of trauma and equity, we don’t just reduce suspensions, we disrupt cycles of harm and make space for all students to feel seen, safe, and supported.
Description
These are the slides from a presentation given at the National Association of School Psychologists Annual Convention (NASP 2026) held in Chicago, IL on 02/26/2026.
Date
2026-02-26
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University of Kansas
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This item contains archived web content.
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StoneHausmanT_2026.pdf
Adobe PDF, 1.31 MB
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Keywords
PBIS, Equity, Trauma, Discipline