The Unspoken Truths About Being a School-Based BCBA
Let’s get real.
There are some things you only say out loud to other BCBAs after a particularly long day in the copy room or after your third coaching session that week didn’t go as planned.
But today, I’m saying them out loud.
Because if we’re going to support our students, our teachers, and ourselves—we need to name what’s hard, broken, or just plain misunderstood in the work we do.
So here it is:
School-Based BCBA Truths I Wish More People Said Out Loud
1. Just because it’s in the BIP doesn’t mean it’s happening.
You can have a beautifully written BIP that checks every compliance box—but if the staff implementing it doesn’t understand it, believe in it, or have time to actually do it, it’s just paper. Behavior plans need buy-in, support, and coaching to come to life. Otherwise, we’re just drafting documents no one is reading.
2. If a plan doesn’t work in a real classroom, it doesn’t work.
Full stop.
If it only works on paper or only makes sense to other BCBAs, we’ve missed the mark. Plans have to make sense to real teachers, in real classrooms, with real variables. Feasible > fancy. Always.
3. The problem isn’t always the student.
Hard pill to swallow, I know. But sometimes the issue is the environment, the lack of proactive structure, unclear expectations, or inconsistent adult responses. When we widen the lens, we often see a systems-level problem—not a student-level one.
4. Behavior change takes time.
We know this. But schools are in a rush for quick fixes.
That means you’ll need to repeat this over and over again: Behavior change isn’t linear. It’s messy, and it takes time. If you’re evaluating a plan’s success after two days, you’re not giving it a fair shot.
5. No rapport? No results.
It doesn’t matter how strong your intervention is—if you haven’t built trust with the student (or the staff), you won’t see long-term change. Strategies don’t stick when relationships are shaky. Rapport isn’t a nice-to-have—it’s essential.
6. You’re not there to “fix” kids. You’re there to support the adults.
This one can sting.
But if you’re a school-based BCBA, your job is less about 1:1 student work and more about building capacity. That means supporting staff, creating systems, and equipping teams with what they need to be successful—even when you’re not in the room.
7. It’s not trauma-informed if it’s only for Tier 3 students.
If your classroom or building-wide practices don’t reflect trauma-informed care for all students, it’s not really trauma-informed. It’s tiered intervention. True trauma-informed practices shift the culture and approach for everyone, not just the students with the highest needs.
Feeling Seen?
If this list made you nod along, cringe a little, or want to send it to your work bestie—you're not alone.
These are the things we whisper to other school-based BCBAs, but we shouldn’t have to whisper anymore.
And if you’re ready to be part of a space where we say the quiet parts out loud and support each other in doing the work better, come join us inside The Behavior Lounge—my monthly membership designed specifically for BCBAs in schools.
Or if you're craving more intensive support, strategy, and school-specific mentorship, check out my Intensive Mentorship Program. It’s where we take these truths and turn them into actionable, sustainable change.
Because let’s face it—being a school-based BCBA isn’t easy.
But it’s also the most important job in the building.
Let’s do it together.
