Gamifying Positive Behavioral Interventions and Supports in a Small Rural School District

This case study explored the implementation of a gamified Positive Behavioral Interventions and Supports (PBIS) program in a small rural pre-kindergarten through eighth-grade public school in New England. The study was conducted in response to a significant decline in school climate and staff morale, paired with rising rates of student disciplinary incidents and teacher turnover. Facing unique contextual challenges such as high rates of poverty, adverse childhood experiences, and community-level trauma, the school adopted an innovative approach by embedding game-based strategies into an existing PBIS framework.

Using a qualitative action research methodology, the researcher, also the principal of the school, implemented a range of incentive-based tools including classroom and school-wide reinforcers such as Plinko, prize wheels, and “punch-a-prize” boards. These strategies were designed to celebrate student success and encourage positive behavior through structured, engaging feedback loops. The study gathered 3 years of school discipline and staff turnover data (2022–2025) and administered end-of-year surveys to staff, students, and parents to capture stakeholder perceptions of the program’s effectiveness.

Findings included a comparative analysis of office discipline referrals, including rates of in-school and out-of-school suspensions, and survey data highlighting which game-based elements had the most perceived impact on student behavior, school climate, and staff satisfaction. The study is framed by operant conditioning theory, self-determination theory, and culturally responsive pedagogy, providing a robust foundation for understanding how gamified behavior systems can support rural schools.