Strong connections between positive behaviour support and positive outcomes in learning and wellbeing are enhanced by proactive and holistic school practices and a focus on prevention, early intervention and tailored approaches to behaviour support. Great practice schools:

• build and maintain an inclusive and supportive school culture
• have clear, consistent and well communicated rules
• explicitly teach, practice and reinforce behavioural expectations
• explicitly teach social and emotional skills
• identify students at risk of struggling with learning or behavioural expectations
• offer early intervention support where needed
• offer targeted support where needed
• offer individual support where needed.

Principles of good practice

The literature, academic experts and extensive internal and external consultation identifies ten principles to guide schools in planning for their unique circumstances and needs, and to help them select programs and interventions for effective behaviour support that build on existing strengths and capacities.

10 Principles for good practice and implementation support

1. Meaningful engagement between schools, families and support services fosters shared responsibility and positive school culture.
2. Student behaviour is integrated within a strategic whole-school approach to learning, wellbeing and mental health intervention and support.
3. All students are supported through a multi-tiered continuum of care that includes prevention, early intervention and individual interventions.
4. Evidence-informed programs, practices and processes are used to plan, implement, monitor and evaluate school change and improvement.
5. Proactive, prevention-focused, relationship-based, restorative practices are balance with appropriate discipline practices.
6. Student-centred, strengths-based approach that provides developmentally appropriate and relevant content for students.
7. School leaders, teachers and specialist staff are engaged and supported through capacity building and wellbeing practices.
8. Explicit teaching of social and emotional skills and behaviour expectations, including opportunities for developmental skill building and authentic practice.
9. Quality program implementation with meaningful planning and capacity building with sufficient time and resources to establish and sustain a whole-school approach to positive behaviour support.
10. School context, cultural strengths, and student and staff needs are considered, assessed and monitored through collective data systems that support evidence-informed decision-making processes.

More information

Fact sheet Principles of good practice (PDF 135.21KB)

STEPS decision making tool