Positive Behaviour 4 Learning
Unity College values an inclusive approach to student behaviour support and our approach is strongly grounded in Christian beliefs and values. We place great emphasis on the wellbeing of all students and share this responsibility with students, families, the community and other education and training providers.
As a school, we are uniquely positioned to positively influence wellbeing. We have a critical role to play in fostering positive and sustainable characteristics that enable students to achieve their full potential. Evidence supports the strong, mutual relationship between safety, wellbeing and learning. Identifying and reducing barriers to learning, including those linked to student behaviour, safety and wellbeing can help to maximise the educational and social outcomes for all students.
Unity College follows the Positive Behaviour 4 Learning strategy to maximise student wellbeing and achieve effective behaviour supports.
What is PB4L?
PB4L is about people, practise and processes. It is not a program, but is about the way we learn and grow together.
An important component of PB4L is the continuum of behavioural supports. Students need differing levels of behavioural interventions in the same way as adjustments are made to accommodate teaching in learning to support success in school. The continuum informs school staff how each tier of support is linked to the school Student Behaviour Support Plan.
The continuum has 3 tiers of support:
Tier 1
Universal student supports. The focus is on creating a whole school positive learning environment, promotion of productive behaviours, consistent responses to unproductive behaviours and whole school data - informed decision making.
Tier 2
Targeted student supports. (10-15% of students). The focus is on small group social skill instruction, academic supports and self-management strategies. The Tier 2 team use data to identify those students requiring a level of support greater than universal. Early intervention at this level is designed to stop unproductive behaviours becoming intense or chronic. (Sailor et al., 2013)
Tier 3
Personalised student supports. (1-5% of students). The focus is on those students who require intensive, individualised support. The Tier 3 team use data to select, monitor and evaluate students. Support may include external providers as needed.