Global implementation of School-Wide Positive Behaviour Support (SWPBS) has grown considerably over the last forty years. SWPBS seeks to provide a multi-tiered approach to strategically frame integrated actions responding to matters of wellbeing, discipline and punishment in schools using Evidence-Based Interventions (EBIs). In this respect, EBIs rely on what are presumed to be value-free, reliably generated data which direct the selection, implementation and monitoring of SWPBS in schools. The paper begins by exploring how SWPBS is understood via implementation science. Following an outline of standard SWPBS EBI practice, discussion turns to instead consider this work as Evidence-Making Interventions (EMIs). To do so, first we outline how our before-the-fact anticipations influence relationships and disciplinary actions as they are realised in schools through EBIs. Our focus then turns to explain how SWPBS interventions, using multi-tiered systems of support and technology as examples, might be understood and enacted differently if engaged as EMIs. In conclusion, school-based relationships are subsequently reconsidered as a confluence of human (teachers and students) and non-human (data and policy) liaisons always and already subject to each other’s next move.

在过去的四十年里，全校积极行为支持 (SWPBS) 的全球实施有了长足的发展。SWPBS 寻求提供一种多层次的方法，以战略性地制定综合行动，以使用循证干预 (EBI) 来应对学校的福祉、纪律和惩罚问题。在这方面，EBI 依赖于被假定为无价值、可靠生成的数据，这些数据指导学校 SWPBS 的选择、实施和监控。本文首先探讨了如何通过实施科学来理解 SWPBS。遵循标准 SWPBS EBI 实践的大纲，讨论转而将这项工作视为证据干预 (EMI)。为此，首先，我们概述了我们的事前预期如何影响通过 EBI 在学校中实现的关系和纪律处分。然后，我们的重点转向解释 SWPBS 干预，以多层支持和技术系统为例，如果作为 EMI 参与，可能会如何理解和制定不同的干预措施。总之，校本关系随后被重新考虑为人类（教师和学生）和非人类（数据和政策）联络的汇合点，它们总是并且已经受到彼此下一步行动的影响。