Exploring School-Based Behavior Interventions for Students in Special Education Settings in a New Mexico Behavior Program School

School-based behavior interventions are essential in promoting positive behavior, improving student engagement, and fostering inclusive learning environments for learners with disabilities. This study explored the lived experiences of special education teachers in implementing school-based behavior interventions in a Behavior Program School in New Mexico. It examined classroom strategies, collaboration with administrators, parents, and stakeholders, and the role of school culture, resources, and policies. The dissertation described a qualitative phenomenological design involving ten special education teachers, with data gathered through in-depth interviews, focus group discussions, and classroom observations and analyzed thematically. Five overarching themes were reported: School Culture and Environment; Resources and Capacity Support; Policy and Structural Guidance; Systemic Challenges and Constraints; and System Interconnectedness and Dynamics. Participants described individualized, flexible, student-centered practices supporting participation and social-emotional development. They identified positive school culture, instructional resources, professional development, policies, and collaborative relationships as enabling conditions, alongside challenges related to resource limitations, workload, inconsistent stakeholder involvement, and communication. The study proposed Engage and Empower: A Behavioral Support Initiative to strengthen school-based intervention systems.