Behaviour Management and School Wide Positive Behaviour at Carnegie Primary School

Victorian classrooms are experiencing a notable increase in low-level, persistent student behaviours, such as frequent interruptions and disengagement that cumulatively disrupt teaching and learning. These challenges underscore the importance of implementing evidence-based strategies, like the Department's School-wide Positive Behaviour Framework (SWPBS) to foster a positive and productive learning environment.

Our school uses Positive Behaviour for Learning and Explicit Instruction approaches because research shows they improve both academic achievement and respectful behaviour. This means we clearly define expectations, teach these skills, and acknowledge the students when they can demonstrate these skills with feedback. In regards to responding to behaviour that disrupts learning, our approach which is in-line with the Victorian Teaching and Learning Model (VTLM 2.0) is to utilise consequences that are likely to decrease the probability of the frequency of the problem behaviour. These responses are aimed at re-teaching skills, giving the student time to practise in different environments whilst receiving positive and corrective feedback. 

In our Behaviour Flow Chart, we use Buddy Rooms. A Buddy Room is a proactive and restorative behaviour support strategy that provides students with a chance to step out of their regular classroom for a short, supervised reset. It is not a punishment, but a structured opportunity to regulate emotions, reflect on behaviour, and return ready to learn all while minimising disruption to the learning of others.

It supports:

• Self-regulation: Students learn to recognise when they need a break and develop skills to calm and re-engage.
• Classroom continuity: It allows the teacher to maintain the learning environment for the rest of the class.
• Restorative practice: The student is supported to re-enter the classroom and repair any harm caused, maintaining a positive relationship with peers and staff.

This approach aligns with SWPBS and Department of Education policy by focusing on prevention, support, and clear expectations, rather than punitive discipline.

Please see attached documents that we have developed as a whole school.

Thank you to all of our school community for your ongoing support with our SWPBS journey.