The length of time it takes to get start implementing well varies by school. Schools typically take between 2 to 5 years to fully implement the essential features of the whole school approach.
Initial development and implementation of Tier 1 School-wide systems can take up to two years to effectively implement. The implementation process is ongoing and constantly modified to meet the changing needs of the school and to address current concerns. Schools are encouraged to continue to implement programs that they already use when the programs are shown to be effective. The PBL framework supports schools to embed other effective programs and practices as part of their whole school strategic and planned approach to wellbeing.
PBL will support consistency of implementation these practices. Skip to content Skip to search. Error while loading notifications. You have no notifications. My Essentials. Error while loading essentials. PBL has a longitudinal research base in achieving positive outcomes for students and school and system improvement.
Specific outcomes are:. The Positive Behaviour for Learning PBL framework provides an evidence-based approach to enable all our schools to be safe and supportive learning environments for all of our students.
Implementation of PBL will build on the positive measures and supports for students that are already available in our schools. The PBL implementation schedule is intended to indicate the timing for initial engagement for those schools not yet connected with PBL. Timing for the implementation of PBL will consider school priorities and strategic plans and will involve continued engagement with Principals and their school communities. PBL Implementation 53kb. Home Schooling Schooling.
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COVID school arrangements. How to use this site Tips for making the most of our guides. All guides Close. Understand: Understanding behaviour Understanding how to respond to problem behaviour Show suggestions for Understanding how to respond to problem behaviour.
Identify triggers Gather information and problem solve Plan a response. Strategies for action: Foster positive relationships and partnerships Show suggestions for Foster positive relationships and partnerships. Build relationships with students based on trust and mutual respect Build collaborative relationships with families to support learning, safety, and wellbeing Support positive peer relationships Model positive and caring teacher-teacher relationships.
Collaboratively develop a safe and caring culture and climate Show suggestions for Collaboratively develop a safe and caring culture and climate. Define the classroom culture Agree behavioural expectations Support authentic student decision making Design the physical environment Provide useful structure Actively manage classroom behaviours.
Supporting language and communication skills Show suggestions for Supporting language and communication skills. Support behaviour and communication Support attention and listening Support understanding Support expressive language Teach social interaction skills Teach negotiation.
Support emotional wellbeing and positive mental health Show suggestions for Support emotional wellbeing and positive mental health. Anticipate, monitor, and plan for responding to child stress Strengthen student identity Teach stress management, anxiety and coping skills Offer relaxation options and downtime activities Teach how to recognise emotions and options for expressing feelings Providing support following traumatic experiences.
Enable access and participation in learning Show suggestions for Enable access and participation in learning. Recognise and remove barriers to learning Activate student agency and ownership Support self management and independence Develop problem solving skills and asking for help Cooperative and collaborative approaches. Respond safely to challenging situations Show suggestions for Respond safely to challenging situations.
Use de-escalating behaviour strategies Helpful teacher behaviours and communication Respond safely to physical aggression Managing an incident Collaboratively develop a behaviour plan. Key resources: Resources for Behaviour and learning.
Leaders in these schools did not accept low standards of behaviour and made sure teachers were supported in managing behaviour.
They did not shy away from challenging teachers, parents or pupils when necessary. Five years on, we felt it was time to update what we know about managing challenging behaviour in schools, looking not just at low-level disruption but at more challenging forms of misbehaviour as well. We know that behaviour remains a major concern for teachers. In our teacher well-being study, we again found that many teachers felt that senior leaders provided insufficient support. We also look at what school leaders, teachers and pupils tell us about how they are managing behaviour today.
The study to date has used a range of mainly qualitative methods to develop an understanding of how teachers, leaders and pupils think about managing behaviour. We wanted to identify the strategies that schools use to pre-empt and manage challenging behaviour and promote good behaviour. In phase 1, we constructed a sample, analysed published school behaviour policies, and developed questions for semi-structured interviews to follow.
We piloted the questions in a small number of schools and used this feedback to refine the questions. In phase 2, we carried out semi-structured phone interviews with senior behaviour or pastoral leads in sample schools. This was often the headteacher, particularly in smaller schools. In phase 3, we carried out follow-up visits to selected schools to meet with pupils, teachers including newly qualified teachers NQTs where possible and support staff in focus groups.
Additional questions were asked of leaders on these visits. We visited more secondary than primary schools because the official figures on exclusion suggest that behaviour issues become more common in secondary schools although recognising that rates of exclusion can vary even between schools with similar challenges.
In the academic year to , the fixed-period exclusion rate was 4. Positive developments: the importance of consistency and explicit teaching. We found that teachers and leaders understand the importance of consistency in the implementation of behaviour policies. Most schools in our study favoured whole-school behaviour management approaches in which a set of consistent routines are put into practice and rigorously and consistently applied. Staff, particularly in secondary schools, emphasised the value of teaching desired behaviours and making them routine.
This is especially the case for those behaviours that are repeated regularly throughout the school day and that ensure:. When pupils and staff have a shared understanding of the expectations for these common behaviours, and both staff and pupils follow established routines, overall consistency is easier to achieve. We know that these routines do not happen by accident. They need to be explicitly taught to pupils and modelled by all staff in the school. Consistency and clarity in understanding and implementing a behaviour policy have been linked to effective behaviour management and lower levels of exclusions.
Headteachers and teachers told us that establishing clear routines is not just about expecting consistent standards of behaviour though this is of great importance. It is also about the use of routines daily and in classes to create an environment in which learning can take place. Consistency should be the aim, with leaders supporting teachers to achieve this. This will not only lead to better behaviour overall, allowing all pupils an education free of disruption, but it promotes fairness and avoids discriminatory practices.
Of course, there may be a small group of pupils with particular needs, such as a disability or mental health issues, that mean they will always struggle with behavioural norms.
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