Model of Behaviour Support

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The NBSS sees a school-wide approach to positive behaviour as fundamental to its work with schools. At Level 1 the NBSS works with schools, for example, on vision, mission, systems, structures, policies, practices, rules, routines and expectations.
The NBSS Belonging Plus+ transition and transfer programme explicitly teaches first year students about their new school's expectations, rules and routines. Class rules are displayed and used as visual reminders and cues.
Expectations and rules are key elements of school-wide positive behaviour support.
School-wide expectations are specific, positively stated behaviours that are desired of all in the school community.
School rules describe specific behaviours and are observable and measurable.
Many NBSS partner school include visuals reminders of the NBSS behaviour for learning skills in their school journal.

Level 1: School-wide Support for All Students

NBSS Multi-Tiered System of Supports

NBSS Level 1 school-wide support assists schools in strengthening, developing and evaluating proactive and preventative systems, structures, policies, practices and initiatives with respect to behaviour.

The aim of this support is to stimulate the creation of school cultures that actively promote positive behaviour to enrich the learning and teaching experiences of all members of the school community.

Level 1 school-wide support for all students is comprised of a range of evidence based practices and strategies that assist schools in developing a school-wide approach to positive behaviour. 

As part of Level 1 support, partner schools are required to select a number of representative staff members to form a Positive Behaviour Strategy Team.

Key Elements of School-wide

Positive Behaviour Support

The following areas are essential in supporting school-wide positive behaviour and achieving sustainable change:

  1. Setting and agreeing expectations.
  2. Stating clear rules and routines
  3. Developing systems for encouraging and reinforcing positive behaviour. 
  4. Developing systems that are consistently used to respond to inappropriate behaviour, “with a simple recording system that allows the school to track, systematically and consistently any student’s behaviour that is of concern.”  (NEWB, 2008, p.49).
  5. Developing structures and practices to ensure that all staff explicitly teach the school expectations and promoting systems around these expectations to maintain effectiveness and consistency.

School-wide Expectations

School-wide expectations are specific, positively stated behaviours that are desired of all in the school community, can be applied across multiple settings and that everyone strives to demonstrate at all times.

School-wide expectations:

  • Should be in line with the school’s mission statement.
  • Should be limited in number (3-5).
  • Should be applicable across multiple settings e.g. classrooms, corridors, toilets, lockers, canteen.
  • Should be supported and promoted by all school staff and taught to all students.

Embedding within the school culture the explicit teaching of school expectations will help to define the skills, characteristics and attitudes expected by all in the school community.

Rules and Routines

Rules are specific to particular settings such as the classroom, the science lab, the art room, the corridors or a specific event e.g. field trip. School rules describe specific behaviours and are observable and measurable. For example:

  • Be on time.
  • Put rubbish in the bin.
  • Follow teacher instructions.
  • Keep all four legs of your chair on the ground.

The explicit teaching of specific rules and routines will help to define for students what behaviours are required of them in different school settings.

All work undertaken at Level 1 aims to promote positive behaviour and learning throughout the school for all studenst by focusing on developing:

  • Behaviour for Learning Skills
  • Social and Emotional Literacy Skills
  • Academic Literacy and Learning Skills
  • Wellbeing Skills.