School-wide positive behavioral interventions and supports (SWPBIS) is an effective and widely adopted school-wide framework for promoting positive behavioral, social, and academic outcomes for students. However, over the past decade, the degree to which schools were able to implement specific SWPBIS practices with fidelity has emerged as a critical issue, with varying levels of SWPBIS abandonment reported in the literature. Authors have used the term facilitators to describe specific variables that appear to support the sustained implementation of SWPBIS, and the term barriers to describe specific variables that appear to hinder the sustained implementation of SWPBIS (Kincaid et al., 2007). The purpose of the present review was to identify, summarize, and appraise the extant literature on variables reported to function as facilitators and barriers to the sustained implementation of SWPBIS. We identified 22 unique variables that may function as facilitators or barriers. The provision of resources, high fidelity of implementation, and effective SWPBIS team function were the most commonly described facilitators, whereas a conflict in personal beliefs, an ineffective SWPBIS team, and a lack of resources were the most commonly identified barriers. The implications of these findings, along with areas for future research, are discussed.

全校积极行为干预和支持 (SWPBIS) 是一种有效且广泛采用的全校框架，用于促进学生的积极行为、社会和学业成果。然而，在过去十年中，学校能够忠实地实施特定 SWPBIS 实践的程度已成为一个关键问题，文献中报告了不同程度的 SWPBIS 放弃。作者使用术语促进者来描述似乎支持 SWPBIS 持续实施的特定变量，以及术语障碍描述似乎阻碍 SWPBIS 持续实施的特定变量（Kincaid 等，2007）。本综述的目的是识别、总结和评价现有文献，这些文献报道的变量是可持续实施 SWPBIS 的促进因素和障碍。我们确定了 22 个可能充当促进因素或障碍的独特变量。资源的提供、实施的高保真度和有效的 SWPBIS 团队功能是最常被描述的促进因素，而个人信念的冲突、无效的 SWPBIS 团队和缺乏资源是最常见的障碍。讨论了这些发现的意义以及未来研究的领域。