Positive Behaviour for Learning

The explicit and systematic teaching of social-emotional learning (SEL) competencies to students has been shown to decrease emotional distress and behavioural problems and increase academic scores. SEL helps students manage emotions, set goals, get along with others and make responsible decisions.

The PBL framework provides the ideal vehicle for teaching identified SEL competencies. Schools teaching SEL within a prevention-focused continuum of supports, such as PBL, have reported reduced rates of bullying, increased sense of school safety, improvements in students’ emotional regulation and greater staff and student wellbeing.

The PBL framework supports schools to become trauma-informed by increasing awareness of the effects of trauma on students’ learning, wellbeing and behaviour, including attendance, engagement, relationships with others, academic achievement and behaviour. This awareness includes being mindful of avoiding re-traumatisation and looking beyond the immediate or ‘surface’ behaviours.

Schools using a trauma-informed approach provide universal support to all students and are sensitive to individual needs, addressing student needs holistically and working in partnership with caregivers and agencies to provide evidence-based interventions for students who are experiencing difficulties associated with complex trauma.

PBL helps schools to develop safe, positive, consistent and predictable environments, which are foundational to a trauma-informed approach. Challenges in relation to behaviour, mental health, academic success and social issues are best addressed using an integrated approach focused on the whole child.

Research shows that many students have experienced or are still experiencing early trauma. The high prevalence of trauma underlines the importance of a whole-school approach, which assumes that all students will benefit from support, taking into consideration emotional, academic and behavioural responses. In addition, an awareness amongst all staff of the prevalence and effects of trauma, and the importance of a positive school environment, is the foundation for effective trauma-informed support.

Fact sheet: PBL and trauma-informed practices​

PBL provides a framework for schools to nurture students by providing them with meaningful opportunities for improving social and emotional skills, such as recognising and managing emotions, developing caring and concern for others, making responsible decisions, establishing positive relationships and handling challenging situations in a constructive way.

In PBL schools, principals, school leaders and staff members work together to establish and maintain a positive school climate. All adults communicate, teach, and model the positive behaviours they expect students to exhibit in the classroom and school throughout the day. By setting expectations, teaching students to meet those expectations and regularly reinforcing appropriate behaviours, schools see fewer incidents of inappropriate behaviour and more time spent on teaching and learning.

PBL uses restorative practices such as correcting behaviour calmly and in a manner that demonstrates that the student is safe and supported at school, viewing inappropriate behaviour as an instructional opportunity and using consequences that promote student self-reflection.

Fact sheet: PBL and restorative practices

PBL is based on the belief that all students should have access to the supports needed to prevent the development and continued use of problem behaviours, including bullying. PBL places emphasis on the behaviour rather than the student, therefore, labels such as “bully” or “victim” are considered unhelpful, with the focus instead directed towards describing behaviour specifically and in relation to the setting in which it occurs (for example, “name calling in the playground before school”).

PBL takes a school-wide approach to bully prevention by teaching:

Fact sheet: PBL and bullying prevention