Positive Behaviour Education

Our Positive Behaviour Support (PBS) framework recognises the importance of providing a continuum of support that is respectful, inclusive, and responsive to the individual needs of all students. This framework is aligned with neurodiversity-affirming practices and is structured as follows:

Tier 1: Whole-school supports
Behaviour expectations are clearly defined, co-taught and reinforced in a way that values different communication styles, regulation strategies and social preferences. Social and Emotional Learning (SEL) programs and evidence-informed classroom practices are implemented consistently across the school to foster safety, belonging and engagement for all students.

Tier 2: Targeted group supports
More tailored supports are developed and implemented for identified groups of students. These may include small group interventions, adapted communication tools, and collaborative planning with staff and families, ensuring strategies respect student autonomy and support wellbeing.

Tier 3: Personalised supports
Individualised planning and supports are designed in close collaboration with students (where possible), their families and relevant professionals. These supports are based on a deep understanding of the student’s strengths, communication, sensory needs and ways of interacting with the world.

Our PBS Matrix outlines how the language and learning of our behaviour expectations are embedded across all areas of school life. It supports students in building insight into themselves and others, and in developing tools for navigating learning and social contexts. Understanding is developed through regular lessons, ongoing explicit instruction, point-of-need support and collaborative workshops with staff, families, specialists and external providers.

PBS lessons focus on developing awareness of one behaviour expectation every fortnight, explored through a range of contexts. Lessons are supported by tailored videos, learning activities, and differentiated communication formats to meet the individual needs of each student.

PBS Clubs, held on Friday afternoons, provide meaningful opportunities for students to engage with others through interest-based activities. These sessions are structured to support the generalisation of skills and to honour the diverse ways students connect, participate and experience success.

Social and Emotional Learning (SEL) is taught both as a stand-alone subject and as an integrated component across the curriculum. We believe SEL is critical for supporting all students in understanding themselves and others, and in developing the skills that help manage emotions, actions and relationships. Our approach draws on evidence-based programs aligned with the Personal and Social Capabilities of the Western Australian Curriculum, while also being responsive to each learner’s strengths, needs and preferences.

Students are provided with ongoing opportunities to practise and consolidate their skills through social narratives, role-play, peer modelling and supported interactions. These occur in both structured and natural settings. We also promote inclusive opportunities to foster respectful relationships with peers and trusted adults from within the school and beyond.