Student Behaviour Support in BCE Schools
BCE schools use Positive Behaviour for Learning (PB4L) – a framework for creating positive, safe and supportive school climates where students can grow and learn. Our school communities work together to establish expected behaviours and teach them to all students.
All BCE schools have a Student Behaviour Support Plan available on their public site.
Positive Behaviour for Learning (PB4L)
Positive Behaviour for Learning (PB4L) is an evidence-based organisational framework which brings together the whole-school community to contribute to developing a positive, safe and supportive learning culture. The framework assists schools to improve social, emotional, behavioural and academic outcomes for children and young people.
When PB4L is implemented well, teachers and students have more time to focus on relationships and classroom instruction. Students and staff benefit from:
- reduced problem behaviour
- increased time focused on instruction
- improved social-emotional wellbeing
- positive and respectful relationships among students and staff
- better support for teachers to teach, model and respond effectively to student needs
- a predictable learning environment where staff and students know what is expected to deliver effective practices that can be sustained over time
PB4L can be implemented in any school setting to support students from prep through to Year 12.
The PB4L framework supports schools to identify and successfully implement evidenced-based practices that enhance academic and social learning outcomes for children and young people. The school staff establish a continuum of supports-Universal, Targeted, and Personalised - that help all students including students with diverse academic and social needs. All students receive Universal supports, some students (10-15%) need Targeted supports, and a few students (1-5%) need Personalised intensive supports to help them to engage at school.
This is achieved by using the framework to strengthen systems within the school such as, structures, and processes that underpin ongoing staffing and resourcing, school improvement and the effectiveness of all school members. For example, the school strengthens the use of school-wide data to identify patterns of problem behaviour, monitor student progress, reflect on teaching effectiveness and inform decisions that strengthen the learning environment.
Keys to successful implementation
Implementation of PB4L requires the commitment of the whole school community and support of the principal and the school leadership team to lead the process within the school.
Specific attention to what needs to be done, how it is done and why it is being done across the school is critical to create a positive, safe and supportive learning environment.
These aspects include:
- developing and using a common vision, language and experience to support PB4L implementation.
- stating clear expectations of students and staff
- collaborating with all staff to plan and implement PB4L
- having at least 80% of staff willing to support and implement PB4L systems and practices.
- developing a team approach, with regular meetings
- creating, reviewing and revising a plan of action
- collecting and using of data for decision-making
How long does it take to implement PB4L?
PB4L is a process, not a program. The length of time it takes to get started and implementing well varies by school. Schools typically take between 3 months to 2 years to fully implement the essential features of the whole school approach. The implementation process is ongoing and constantly modified to meet the changing needs of the school and to address current concerns.
The PB4L framework supports schools to embed effective programs and practices as part of their whole school strategic and planned approach to wellbeing and behaviour support. It is an evidence-based framework with application in schools around the world. For more information contact your school or visit the Positive Behavioural Interventions and Supports site.