The interpretation of behavior of from marginalized backgrounds is susceptible to prejudice, bias, and racist ideology. This is especially true when evaluations include subjective assessment of perceived challenging behaviors which has historically led to overrepresentation of student from marginalized backgrounds at-risk of or with an emotional disturbance. While Positive Behavior Intervention and Supports (PBIS) frameworks are increasingly used in schools to support students behaviorally and decrease the need for special education services, students of color continue to be overrepresented as needing supports within these frameworks. One possible cause for this overrepresentation is implicit bias in evaluation and intervention of behavior for marginalized students. In an effort to increase the cultural responsiveness of PBIS frameworks, we describe the incorporation of anti-racist actions and the concept of critical consciousness in evaluating student behavior.