Graduate Student Research Symposium 2026

This study examines the implementation of the Acting Right arts-integrated (AI) framework as a school-wide classroom management approach designed to support student behavior and foster a positive learning environment. While arts integration is associated with promoting student engagement and self-regulation, a gap remains between professional development and consistent classroom implementation, particularly for novice educators.

Drawing on a transition from substitute teaching to a full-time classroom role, this mixed-methods case study investigates how professional experience influences the adoption of “behavioral literacy” practices across a school ecosystem, including teachers and support staff. Survey data were used to examine differences in educator self-efficacy, implementation practices, and perceptions of school-wide consistency. Quantitative findings indicated generally high levels of reported confidence, while qualitative responses highlighted the importance of consistent use, adaptation of strategies, and ongoing professional learning.

Findings suggest that while Acting Right is perceived as an effective framework for behavior management and school culture, differentiated professional development and continued coaching may be necessary to support sustained and consistent implementation.