This brief examines how student behavior and academic performance and achievement can be affected by traditional discipline responses used by schools, and how the use of supportive behavior management practices can lead to positive academic outcomes for at-risk youth. The brief first examines the barriers that can lead to poor academic performance in young people with problem behaviors. These barriers include co-occurring learning and mental health disabilities, social and emotional connections, and the length of time spent away from classroom instruction. The brief also examines the effect that traditional discipline responses have on the academic achievement of student's with behavioral problems. One response to improving the academic achievement levels of at-risk youth is through the use of positive behavioral interventions and supports (PBIS), an evidence-based systems approach to improving the learning outcomes of troubled youth. The brief describes the main components of PBIS and discusses several ways that it can be implemented in a juvenile justice setting. Exhibit and references