There are, however, at least three difficulties with concentrating on eliminating negative behavior instead of fostering positive behavior. First, negative behaviors are very difficult to stop altogether, so some incidents will occur in most schools. Second, in most schools a relatively small portion of the students account for the a large number of the discipline problems and violent, criminal acts. Merely focusing on reducing these negative behaviors puts a lot of emphasis on a small group of youth, perhaps differentially reinforcing their negative behavior, and ignores the large majority of students who are doing well. Third, by failing to focus on improving social competence, programs will not help develop the skills necessary to sustain positive behavior change and to sustain a positive, safe environment that is more conducive to learning and socialization.
Successful programs alter the school climate .
Programs that work over the long term have a goal of changing the school climate and culture. This is not to say that paying attention to individual children at risk for engaging in problem behaviors is ineffective. Rather, simply relying on a strategy that identifies and treats individual children should be but one component of a systematic attempt to improve school climate overall. Successful programs are comprehensive, intensive, and flexible . Programs that work are intensely sensitive to the needs of the children and families they serve and the unique circumstances that must be addressed in a specific school, for specific children and staff members, and in a specific neighborhood.