Assistant Principal's

Message

School-Wide Positive Behaviour Support: Building Calm, Connected and Successful Learners

Eighteen months into the implementation of our School-Wide Positive Behaviour Support (SWPBS) framework, I am pleased to share that the evidence tells us we are moving in the right direction.

One of the strongest messages emerging from Australian educational research is that frequent, low-level classroom disruptions have a significant impact on both student learning and teacher effectiveness. Research published by the Australian Education Research Organisation (AERO) identified these everyday interruptions as one of the greatest challenges teachers face in maintaining quality learning environments. At South Melbourne Park Primary School, our investment in SWPBS is a proactive response to this challenge. Rather than simply responding to behaviour when difficulties arise, SWPBS provides an evidence-informed framework that teaches, reinforces and celebrates the behaviours that allow every child to learn successfully.

While SWPBS is grounded in internationally recognised research, it is not a one-size-fits-all approach. The framework allows us to tailor our implementation so that it reflects our own school values, culture and community. Every aspect of our work is designed around what matters most at SMPPS—creating a learning environment where students feel safe, connected and ready to engage.

Leading this work is a dedicated team representing all areas of our school: classroom teachers, specialists, Education Support staff, wellbeing leadership and regional coaching. Together, the team engages in ongoing professional learning, analyses school data, and works collaboratively to ensure that our practices remain consistent across every classroom and learning environment. This shared approach ensures that students experience the same high expectations and positive support, regardless of where they are learning throughout the school day.

One of the ways we measure our progress is through the School-Wide Positive Behaviour Support Self-Assessment Survey, a fidelity measure developed by the Department of Education. This survey helps schools determine whether the essential systems, staff capability and implementation practices are being established effectively.

I am delighted to share that our staff rated our Tier 1 (whole-school) implementation 44% higher in 2026 than in 2025. This is a significant achievement and reflects the commitment of every staff member, along with the leadership and dedication of our SWPBS teams across both years. Improvement of this scale does not occur by chance—it is the result of deliberate planning, professional learning, reflection and a shared commitment to continuous improvement.

Importantly, this progress is also being reflected in our student data. Results from the Attitudes to School Survey, completed annually by our Year 4–6 students, show improvements in effective classroom behaviour, students' sense of connectedness, and effective teaching time. These are encouraging indicators because they tell us that students are experiencing calmer classrooms, stronger relationships and more opportunities to focus on their learning.

While there is always more work to do, these early results provide confidence that our strategic investment in wellbeing and positive behaviour is making a genuine difference for both students and staff. As we continue to strengthen our implementation, I look forward to sharing additional wellbeing data with our community over the coming months as we monitor our progress and continue working together to ensure every student has the opportunity to thrive.

Sam Smrekar Thompson