| Summary: | To meet the needs of all students it is important that schools implement effective and strategic methods for creating a positive school environment. Training school staff in using evidence-based methods to promote the well-being of all students is vital. One such method, Positive Behavior Interventions and Supports (PBIS), has been used in Iceland for over 20 years, with earlier studies documenting its benefits and effectiveness. The aim of this study was to review the status of PBIS implementation in one municipality in Iceland and to examine whether and how the program has been sustained since its initial implementation two decades ago. Notably, PBIS was implemented in this municipality following rigorous implementation of Parent Management TrainingOregon Model (PMTO), an evidence-based intervention for parents and caregivers to support their children’s adjustment. As such, support services for schools on one hand, and families on the other, were carefully aligned in this community. In the current study, PBIS staff training, coaching, and quality control, as well as the adequacy of project support and resources, were investigated using qualitative research methods. Participants, who included five school administrators selected based on their vast experience using purposive sampling methods, shared their views via semi-structured interviews. All participants had substantial PBIS experience as part of their work in one or more schools within the municipality. Interviews were conducted via an online meeting platform (Microsoft Teams) and data were analyzed using Braun and Clarke’s six-phase thematic analysis approach. Four themes were identified and labeled as follows: 1) Strategic practices skillfully guided by steering group; 2) Efforts to sustain school staff knowledge lack municipal support; 3) Quality evaluations and assessment, and then what?; and 4) Diminished support despite hopes and future aspirations. Results revealed that all schools have successfully continued PBIS implementation since its ...
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