A Positive Systems Approach to Managing Disruptive Behaviour in the Classroom

In a previous blog post, I touched briefly on using PSA in a classroom environment, and in response to requests for more detail, this blog will cover all 7 Individual and 7 System factors in PSA in a classroom context.  Challenging behaviour isn’t random, and it’s rarely about defiance. In most cases, it reflects unmet needs, communication struggles, or skill deficits.

The Positive Systems Approach (PSA) offers a smarter, structured way for educators and support teams to understand and respond to disruptive behaviour.

Rather than rely on punitive models or surface-level behaviour management strategies, PSA digs deeper—looking at both the individual and the system they operate within.

The 7 Individual Factors of PSA

Each of these factors helps educators understand what might be driving a student’s behaviour from a personal and developmental standpoint.

1. Identification

Start by uncovering all the potential triggers behind a behaviour. This means interviewing people who know the student well, conducting behavioural assessments, checking for medical or neurological factors, and reviewing environmental influences. No assumptions—just data and insight.

2. Reinforcement

Is the student getting any reinforcement—either contingent or non-contingent—for appropriate behaviour? How strong is their connection with staff? PSA encourages increasing meaningful, consistent reinforcement while strengthening relationships.

3. Re-Direction

This is about timing. When behaviour starts to escalate, the goal is to intervene early with engaging, stimulating activities that are incompatible with the negative behaviour. It's not just distraction—it’s redirection with purpose.

4. Coping

Disruptive behaviour often signals a lack of coping skills. Stress, anxiety, transitions, or change might be overwhelming the student. Teaching practical, individualized coping skills (e.g. deep breathing, self-monitoring tools, or transition cues) becomes essential.

5. Communication

Every behaviour communicates something. The challenge is figuring out what. Is the student trying to escape a task? Get attention? Avoid pain or sensory overload? Caregivers need to become detectives, reading the communicative intent behind actions.

6. Relationship/Rapport

This draws heavily on building companionship, safety, warmth, and mutual respect. It's about seeing the relationship as a two-way street. If we show unconditional care, trust grows, and behaviour starts to shift.

7. Stimulation

Sometimes the behaviour is simply due to boredom or a lack of meaningful engagement. PSA encourages offering fun, stimulating, and rewarding activities—ideally on a regular, dense schedule. Even short bursts of enjoyable engagement can reduce the drive for negative behaviours. But doing this well often requires addressing system-level limitations (like staffing).

The 7 System Factors of PSA

These focus on the structure, culture, and operational environment surrounding the student. Changing these system elements makes lasting behaviour change possible.

1. Flexibility

The system (school, classroom, support network) must adapt to meet student needs. That includes staff ratios, training, schedules, programming, and sometimes even learning environments.

2. Perseverance/Tolerance

Some behaviours won’t disappear overnight. The team needs to expect setbacks and stay the course. Shortcuts like punishment, restraint, or school suspensions are tempting, but often damaging. PSA demands a commitment to find long-term, humane solutions.

3. Consistency

Mixed messages from adults lead to confusion and can worsen behaviour. A unified, consistent approach among all staff and caregivers is essential to avoid undermining progress and unintentionally reinforcing the wrong things.

4. Portability

Support strategies shouldn’t just work in the classroom—they need to travel. Whether at home, in after-school care, or during excursions, the plan should be portable and consistent across all settings the student encounters.

5. Intensity

Some students need high-level, immediate support during peak times. This could mean more one-on-one attention during transitions, sensory breaks when needed, or tailored academic supports. PSA prioritizes resources where and when they matter most.

6. Change

Behaviour is shaped by environment. PSA pushes teams to change the stimulus conditions—through stimulus control techniques, changes in structure, or even advocating for systemic change in school policy or support models.

7. Team Health

No system works without strong teamwork. PSA emphasizes forming a “core team” around the student—people who are consistent, communicative, and committed. Building collaboration, supporting staff wellbeing, and promoting shared ownership makes behaviour support sustainable.

Case Study: PSA in the Classroom

Student: Talia, Grade 5

Profile: Intelligent, creative, and sensitive, Talia often became overwhelmed during transitions and task initiation. She displayed frequent outbursts, work refusal, and periods of complete withdrawal. Teachers and aides described her as unpredictable and “on edge.”

Instead of relying on behaviour charts or punitive consequences, the school committed to using the Positive Systems Approach—looking at both Individual Factors and System Factors to understand and support her.

Step 1: Apply the Individual Factors

1. Identification

The school psychologist and case manager began with a thorough review. They interviewed Talia’s current and previous teachers, learning support staff, and her family.

• These interviews revealed high anxiety during transitions, particularly from outdoor to indoor settings, often due to sensory overstimulation (bright lights, crowding, noise).

• A functional behavioural assessment showed that disruptive behaviours peaked during unstructured times—such as arrival, transitions between subjects, and recess-to-class periods.

• Talia’s sensory processing disorder had been diagnosed earlier but wasn’t factored into classroom expectations. Once identified as a contributing factor, the team adjusted their approach.

2. Reinforcement

Observation revealed a reinforcement imbalance:

• Talia’s positive behaviours went unnoticed, while negative behaviours inadvertently gained attention (from both peers and staff).

• The team introduced a reinforcement plan with predictable, specific praise for small positive efforts (e.g. “Thank you for coming back to your desk so calmly.”).

• They also added non-contingent reinforcement, including regular “check-ins” with her preferred adult (learning support assistant), even when behaviour was neutral or calm, to build trust and connection.

3. Re-Direction

Escalations were often preventable if staff acted early.

• A sensory toolkit was developed with Talia’s input and included noise-cancelling headphones, fidget tools, a weighted lap pad, and a visual emotion scale.

• Staff learned to pre-empt rising anxiety by offering movement breaks, mindfulness exercises, or a visit to a quiet area before escalation.

• These strategies were embedded into her routine so that they didn’t feel like a reaction to misbehaviour, but a normal part of her day.

4. Coping

It became clear that Talia lacked effective coping mechanisms for stress, change, and uncertainty.

• She was introduced to a visual daily schedule with symbols and predictable routines.

• A “First/Then” board helped her anticipate next steps, reducing anxiety around transitions.

• The school counsellor worked with her weekly on simple breathing techniques, body scans, and the use of a “stress thermometer” to help her recognize and label emotions before they overwhelmed her.

5. Communication

Talia’s task refusal and shutdowns were a way to avoid activities she didn’t understand or felt she’d fail at.

• Once teachers recognized this, they began to scaffold tasks, breaking them into smaller, achievable steps.

• Visual supports and one-on-one instructions were introduced, and a task preview system allowed her to ask questions before starting.

• Staff learned to interpret her silence or withdrawal as communication, not defiance.

6. Relationship/Rapport

Her teacher became intentional about connection—beyond academics.

• Every morning began with a personal greeting and small conversation—about her dog, her favourite book, or her weekend.

• Expectations were still upheld, but in a calm, respectful, and non-demanding way.

• This aligned with PSA, emphasizing mutual respect, safety, and unconditional regard. Over time, Talia started initiating these interactions herself.

7. Stimulation

Talia was often under-stimulated by the academic content and overstimulated by the classroom environment.

• She was given a choice of hands-on, creative enrichment tasks (e.g. open-ended art, story-making, or STEM challenges) when main tasks were completed.

• A weekly art group, facilitated by a creative arts therapist, gave her a regular outlet for expression.

• Daily outdoor time in a quiet courtyard (rather than the noisy playground) was built into her support plan, offering both stimulation and calm.

Step 2: Apply the System Factors

1. Flexibility

The school adjusted Talia’s environment to suit her needs without isolating her.

• Flexible seating allowed her to choose where she learned best: standing, seated, or using a wobble stool.

• Teachers allowed alternative task formats (e.g. oral answers instead of written work).

• Staff schedules were adjusted to ensure the same learning support assistant could be with her during transitions, offering stability.

2. Perseverance/Tolerance

Initial progress was uneven. Some days felt like steps backward.

• Despite this, staff avoided defaulting to detentions, suspensions, or withdrawal.

• They understood that her behaviours reflected long-standing stress responses, not willful misconduct.

• This commitment kept Talia in a mainstream classroom with dignity and support.

3. Consistency

A major shift came when all staff adopted the same language and cues.

• A shared strategy document listed do’s and don’ts for Talia and was updated weekly.

• Staff were trained in de-escalation scripts and all used the same visual prompts, making transitions and interventions predictable for Talia.

4. Portability

Talia’s support didn’t stop at the classroom door.

• A daily communication book linked school, home, and after-school care.

• Visual schedules and coping tools were duplicated at home with the support of her family.

• Her case manager ensured that any support staff, even temporary relief teachers, had access to her profile and support plan.

5. Intensity

Talia’s biggest struggles were between 8:30 and 9:30 AM.

• A support worker was assigned to shadow her during this window, helping her arrive, settle, and prepare for the day.

• This targeted support dramatically reduced morning incidents and set a calmer tone for the day.

6. Change

Stimulus control techniques were used to reduce environmental triggers.

• The school altered transition procedures: instead of whole-class rushes, Talia and a small peer group transitioned early.

• The lighting in her work area was dimmed slightly, and unnecessary wall clutter was reduced.

• Even hallway noise during morning arrival was addressed by altering her entry route through a quieter entrance.

7. Team Health

Support for Talia was only as strong as the team behind her.

• A core team was formed: her classroom teacher, learning support assistant, school psychologist, and two key family members.

• Weekly meetings were brief but focused on adjustments, progress, and shared reflection.

• Staff were encouraged to share emotional challenges, and a school leader checked in regularly to support team morale.

Results (12-Week Summary)

• Outbursts reduced from multiple times per week to less than once per week.

• Task engagement improved significantly, especially in literacy activities.

• Talia began self-advocating—asking for breaks or using her “I need help” card instead of shutting down.

• The teaching team reported less stress, more confidence, and stronger collaboration.

• Talia’s self-perception shifted: she began referring to herself as a “helper” and showed pride in completing tasks.

Final Thoughts

The Positive Systems Approach isn’t about fixing kids—it’s about understanding people and building environments where they can thrive. By addressing both individual and system factors, PSA creates sustainable, respectful, and effective behaviour support.

It takes time. It takes teamwork. But it works.