Overview
This lecture outlines the procedures for promoting positive student behaviour in Western Australian public schools, detailing school-wide approaches, support systems, and compliance with relevant legislation.
Policy Context and Scope
- Procedures support the Student Behaviour in Public Schools Policy.
- Applies to all principals, Directors of Education, and Executive Director, Statewide Services.
Building Positive School Community Culture
- Principals co-design shared values and behaviour expectations with the school community.
- Responses to harmful behaviours, roles, and multi-tiered supports are documented and communicated.
- Safety, non-violence, and anti-discrimination are prioritized.
- Positive behaviours include emotional regulation, empathy, relationships, decision-making, and coping skills.
Whole School Approach to Behaviour
- Principals lead a whole school strategy defining rights and responsibilities of students and staff.
- Incorporates restorative practices, multi-tiered supports, ongoing staff training, and support for students with complex needs.
- Ensures student voice, fair decision-making, and non-discrimination, especially for disability.
Restorative Principles and Multi-Tiered Support
- Restorative approaches focus on repairing harm and building empathy.
- Multi-tiered system (universal, targeted, intensive) supports all students based on behaviour data.
- Intensive, individualized support helps students with complex needs, using collaborative case management.
Record Keeping
- All behaviour records, including consultations and intervention plans, are retained per regulations.
Key Terms & Definitions
- Behaviours of concern — Challenging or unsafe behaviours requiring persistent/intensive response, including those linked to disability.
- Co-design — Joint process with community to tailor approaches to local needs.
- Case management — Collaborative planning to meet individual student needs.
- Restorative approaches — Methods prioritizing relationships and repairing harm.
- Multi-tiered system of support (MTSS) — Layered supports (universal, targeted, intensive) matching student needs.
- Restrictive practice — Limited and minimised interventions; physical restraint and isolation prohibited.
- Procedural fairness — Using fair process in decisions affecting students.
- Disability discrimination — Unfair treatment based on disability, even if not intentional.
Action Items / Next Steps
- Review and implement documented whole school behaviour approaches.
- Engage in ongoing staff professional learning about positive behaviour support.
- Ensure behaviour record retention aligns with school regulations.
- Prepare for next procedure review by 17 July 2026.