The Positive Behaviour for Learning (PB4L) framework underpins the BCE Student Behaviour Support policy, procedures and data collection. It encompasses systems of support, evidence-based practices and data-informed decision making for safe, respectful and inclusive behaviours.

Productive behaviours can be taught and with support, all students can develop self-management skills and social-emotional competence (ACARA: Personal and Social Capability). Positive Behaviour for Learning enables school staff to respond effectively with a continuum of student support at ​universal prevention, targeted intervention, and intensive personalised tiers.  

Positive Behaviour for Learning key messages

1. Positive Behaviour for Learning in all schools.
2. Safe, supportive and inclusive school and classroom environments that promote learning.
3. Behaviours for learning explicitly taught and with support, all students develop personal management and social competence.
4. Consistent and evidence-based support processes implemented for students at risk of disengagement. 
5. Student Behaviour Support Plans reviewed annually in response to progress and changing school context. 
6. Data analysed to inform decision making and areas for school improvement in providing a continuum of student behaviour support.

Benefits of implementing PB4L

When PB4L is implemented well, teachers and students have more time to focus on relationships, teaching and learning. Students and staff benefit from:

• Increased respectful and positive behaviour
• Increased time focused on teaching and learning
• Improved social and emotional wellbeing
• Positive and respectful relationships among students and staff
• Increased adoption of evidence-based practices and supports
• A predictable learning environment with improved perceptions of safety and increased attendance.​
  

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