Understanding parental involvement in the Positive Behavioral Interventions and Supports (PBIS) process in schools: a qualitative study

Introduction Students with emotional and behavioral disorders (EBD) often experience difficulties in academic and social functioning. Positive Behavioral Interventions and Supports (PBIS) is widely used to address these challenges; however, parents’ experiences and involvement in PBIS remain underexplored. Methods This study employed a qualitative design using Interpretative Phenomenological Analysis (IPA). Semi-structured interviews were conducted with eight parents of children receiving PBIS s