From the Executive Deputy Principal

Understanding Behavioural Expectations

Behavioural expectations in schools serve as a cornerstone for fostering a safe, respectful, and productive learning environment. These expectations are not simply a set of rules but rather, they represent a shared understanding among students, educators and leaders, of the conduct required to support academic success and mutual respect. As schools strive to cultivate inclusive and effective educational settings, it is increasingly vital to clearly define, communicate, and consistently reinforce these expectations.

At St Monica’s College, we believe that a positive, respectful, and safe learning environment helps every student flourish. One of the main ways we achieve this is by setting and maintaining clear behavioural expectations for all our students. These expectations are the foundation for how our young people learn, grow, and succeed together.

The role of behavioural expectations extends beyond simple discipline. They are critical to ensuring that all students have the opportunity to learn in a setting free from disruption and distraction. An orderly environment promotes emotional well-being, encourages engagement, and supports academic achievement.

Clear behavioural standards help Monicans develop personal responsibility, self-discipline, and social skills. These attributes are essential not only within the school context but also in preparing students for broader societal roles and settings. Schools that choose to promote positive behaviour through consistent expectations, lay the groundwork for developing respectful, resilient, and responsible adults of the future.

At St Monica’s College, our expectations are grounded in a set of core principles, including respect, responsibility, and safety. These values underpin our behavioural structures and guide students’ interactions with peers, staff, and the wider community.

1. Respect involves treating others with kindness and consideration, valuing diverse perspectives, and maintaining appropriate language and actions

    

2. Responsibility requires students to take ownership of their actions, complete assigned tasks, and be punctual and prepared

    

3. Safety ensures that students behave in ways that protect the physical and emotional well-being of themselves and others.

We take care to communicate these values regularly and clearly to students through classroom discussions and curriculum, via Year Level and College wide assemblies, visual reminders around the campuses, and through group and/or individual conversations. Teachers work hard to create supportive classrooms where expectations are explained, modelled, and reinforced positively.

Parents and carers play a crucial role in helping their children meet behavioural expectations. When Monicans receive consistent messages at home and at school, they are more likely to understand and engage in positive behaviours and conduct.

We understand that as adolescents, our young people are still learning how to make good choices. When behaviour falls short of expectations, we see it as a chance for learning and reflection. Our Monican approach focuses on helping students understand the impact of their actions and supporting them to make better decisions in the future.

As referenced in my previous article, we use restorative practices and conversations as an integral framework. Behaviour plans are implemented as required, and appropriate consequences are set to help students get back on track. In more serious cases, we apply fair and consistent responses while always keeping student wellbeing in mind. These methods always aim to identify and address the core or causes of misbehaviour, and support students in making better choices.

Positive behaviour does not happen in isolation or by chance. It grows from a culture of kindness, inclusion, and respect. At St Monica’s College, we aim to build that culture every day, not only through policies but through genuine relationships between staff, students, and families.

Behavioural expectations at St Monica’s College are essential for providing environments where all students can thrive. By clearly defining, communicating, and reinforcing standards of conduct, we intentionally promote academic excellence, personal development, and social responsibility for all Monicans. As education continues to evolve, so too must our approaches to behaviour by prioritising empathy, collaboration, and fairness in every classroom and learning experience.

Miss P Di Maria

Executive Deputy Principal