Most educators agree that using Positive Behavioral Interventions and Supports (PBIS) is most beneficial when these supports provide assistance to schools that is predictable, fair, and supportive. However, when PBIS becomes the focus for educators, PBIS’ impact wanders from what these supports were designed to do—support students.
Robert Merton, a sociologist, wrote about this kind of drift taking place in bureaucracies in 1940. His ideas can still be applied today to show why well-intentioned school frameworks sometimes lose their way.
When Rules Become the Goal
Merton described a concept called “goal displacement,” which happens when organizations become so focused on following the rules that they forget why those rules exist. In PBIS, goal displacement can happen when educators spend more energy filling out Office Discipline Referrals (ODRs), entering data, or checking boxes on a fidelity tool than helping students learn the behaviors those systems are meant to support.
Using fidelity tools such as the Tiered Fidelity Inventory (TFI) is important for ensuring schools apply PBIS practices consistently and with quality. The challenge comes when fidelity becomes the destination rather than the guide. The goal of PBIS fidelity measures is to improve outcomes for students and not to perfect paperwork. When completing forms or reports begins to take priority over impact, professionals must step back because PBIS will then begin to serve the system instead of the students. An audit may show that all practices have been implemented, but real classroom issues may remain unresolved.
Defensive Compliance: Playing It Safe Instead of Doing What’s Right
Merton also warned about engaging in “defensive compliance.” In PBIS, this can occur when staff members carry out the visible parts of the system without pursuing the purpose that supports the system parts. For example, a teacher might hand out the required number of tokens or tickets each week simply to meet an expectation, but they may not be pairing the reinforcements with specific, behavior-linked praise. The form of the strategy is there, but the function is lost. Students notice when recognition feels routine and not genuine, and the motivational impact will fade.
This type of situation is not necessarily a sign of poor teaching; however, it may be a sign that the system is too rigid. When educators feel they must choose between taking actions that are helpful for a student and taking actions that are required by policy, the system is no longer working, and it may need recalibration.
Trained Incapacity: When the Script Replaces Judgment
Another one of Merton’s ideas, “trained incapacity,” describes what happens when professionals become so accustomed to procedures that they stop trusting their own judgment. In PBIS, trained incapacity might look like a teacher publicly recognizing a student for positive behavior, because the system emphasizes visible reinforcement, even though the teacher knows the student is uncomfortable receiving public attention. The intention to stay true to the model is good. Fidelity still matters. But when fidelity overshadows flexibility, educators can feel trapped and frustrated, and students may not receive the support they need.
Re-Centering PBIS on Purpose
If these types of concepts and examples exist in a school, this does not mean PBIS is broken. In fact, Merton might argue that these challenges appear because schools care deeply about implementing PBIS correctly. The solution is to ensure the structure serves the mission.
Here are some strategies school leaders and teams can use to re-center PBIS in their schools:
- Focus audits on impact, not paperwork. Ask, “Are interventions helping students succeed?” rather than “Are all forms complete?”
- Empower professional judgment. Give teachers permission to adapt supports when the situation warrants this.
- Keep the purpose visible. Remind staff regularly that PBIS is about connection, consistency, and care, and not compliance.
- Use data wisely. Data should illuminate challenges and not dictate responses. Numbers help tell the story, but they are not the story itself.
The Takeaway
Robert Merton, who wrote in 1940 about bureaucracies, captured lessons that still echo in today’s classrooms. His ideas remind us that systems can be our greatest asset and our greatest distraction. When procedures start to overshadow purpose, even the most effective frameworks can lose their intention and diminish implementers’ and recipients’ benefits and motivation.
Using fidelity when implementing any supports or programs always matters. Adhering to fidelity can help ensure professionals deliver the practices consistently and equitably, and the PBIS practices are grounded in evidence. However, remember, fidelity, though vital, should guide, not govern. The art of delivering PBIS lies in pairing structure with sound judgment and authentic connection.
Eighty years later, Merton’s message persists: when people remember why the system exists, the system often works. The real success of PBIS is not found in charts or checklists—it is reflected in classrooms where students feel noticed, supported, and capable of doing their best.