School-wide positive behaviour support, SWPBS for short, is the collective term for whole-school intervention schemes that aim at redirecting unwelcome behaviour towards learning. SWPBS developed in response to what is thought to be a rising tide of social problems caused by youth. During the last decade, in particular, SWPBS schemes have become mainstream, also in Scandinavian countries. Using a social epistemological lens, this study critically reviews the present popularity of SWPBS in light of a contrary finding: namely, that there is no clear evidence of a reduction in youth-related social problems in SWPBS studies. Studies instead reflect significant epistemic drift in what SWPBS is thought to be an answer to, away from social problems and towards school effectiveness. The discussion highlights a general consequence to this epistemic drift. SWPBS generally commits schools to increased levels of data production and strict loyalty to intervention routines. In effect, learning drifts towards a technology. The text concludes with reflection issues that apply to a technologizing system of education.