What is SWPBS?

School-Wide Positive Behaviour Support (SWPBS) is a globally recognised, evidence-based framework that helps schools create safe, positive, and inclusive environments where students and staff can thrive.

SWPBS supports the Victorian Teaching and Learning Model 2.0 by helping schools build consistent, whole school systems that promote positive behaviour, wellbeing, and inclusion, creating the right conditions for effective teaching, learning, and leadership across the school.

How Does SWPBS Work in Schools?

SWPBS helps schools to:

increase respectful and positive behaviour
strengthen social and emotional wellbeing
reduce classroom disruptions and increase learning time
build positive and respectful relationships between students and staff
create safe, orderly, and supportive school environments.

Schools implementing SWPBS:

use inclusive and evidence-based strategies to support all students
form teams to guide implementation and maintain momentum
provide ongoing training and coaching to staff
partner with students, families, and communities to ensure fairness and consistency
use data to monitor progress and improve practices.

How does SWPBS support all students?

SWPBS is built around four key elements:

Outcomes: Clear goals related to behaviour, wellbeing, academic success, and school climate
Data: Evidence collected to monitor progress, identify needs, and guide decisions
Practices: Teaching strategies and interventions to encourage positive behaviour
Systems: Structures and processes that support consistent implementation, such as leadership teams and professional development

These elements are delivered through a multi-tiered system of support:

Tier 1: Universal Support – for all students, staff, and settings
Tier 2: Targeted Support – for students at risk of behavioural challenges
Tier 3: Intensive Support – for students with complex and individualised needs.

What is the Disability Inclusion Profile?

The Disability Inclusion Profile (often referred to as a DIP or a Profile) is part of the Victorian Education Department’s updated approach to supporting students with disability. Rather than focusing only on diagnoses, the Profile looks at a child’s everyday experiences at school, including how they learn, communicate, socialise, move, manage emotions, and are supported. It’s a strengths-based process, meaning we don’t just ask, “What’s hard?” but also, “What is this child good at? What helps them shine?”

Example: A student may find handwriting difficult but be a wonderful storyteller. The Profile helps us record this strength and ensure they have tools (like speech-to-text or drawing scaffolds) so fine-motor challenges don’t limit their ideas.

Who is involved?

The Profile is completed through a structured meeting involving:

Disability Inclusion Pathway Facilitator
Parents or carers
The classroom teacher
The school’s Disability Inclusion staff
Professionals who support the child (speech therapist, psychologist, OT, etc.)

Your voice as a parent is vital. You know your child better than anyone, and your insights shape the final outcome.

What happens in the Profile meeting?

The meeting uses guided questions to explore:

Strengths and interests
Learning needs
Social and emotional skills
Communication
Behaviour, routines, and independence
Physical or sensory needs

Specifically looking at six domains and the 31 activities within these. These domains are used across all Victorian State School Settings (Special Development School, Primary School, Secondary School, Supported Inclusion School and other special settings.)

Example: A child who becomes overwhelmed by noisy environments might be successful when given quiet break spaces, noise-reducing headphones, or predictable routines. The Profile captures this, so the whole school team understands what works.

What happens after the meeting?

The information is used to create:

1. A detailed report

This guides the school’s planning of targeted adjustments and support.

2. Eligibility for Tier 3 funding

The Profile determines whether a child receives additional Disability Inclusion funding to support their learning. This might be used for:

education support time
specialised intervention programs
equipment or resources
tailored wellbeing support

Example: If a student needs help transitioning between tasks, Tier 3 funding may allow an Education Support staff member to provide check-ins or visual scheduling support.

Is the Profile a one-off?

No. It’s part of a longer-term Disability Inclusion pathway. Schools continue to review supports and update plans as the child grows and their needs evolve. Most Primary School-aged children have two Profile meetings throughout their time at Primary School and one in Year 7, with the funding following them through the rest of their years at school.

If you have any queries about the process, please get in touch with the Wellbeing Team.

Community Leaders