The Positive Behaviours for Learning (PB4L) Framework is a diocesan initiative for implementation within all our CEDoW school communities (K-12) to help create vibrant and positive learning environments in which all students are supported to reach their full potential.
PB4L is an evidenced-based, organisational framework for behaviour support to enhance respectful relationships and engagement of students in their learning. It encompasses a broad range of systemic and individualised strategies and agreed practices, for achieving important social and academic outcomes for all students.
This framework is an integral component of the CEDoW Student Pastoral Care and Wellbeing Policy, which articulates the need for schools to ‘play an active role in building a positive learning environment where the whole school community feels included, connected, safe and respected’.
Download CEDoW's Positive Behaviours for Learning (PB4L) Framework
PB4L provides students, staff and the community with a structure, processes, tools and a mindset for personal wellbeing and improvement in learning, based on:
- An emphasis on operationally defined and valued outcomes for all students across all school settings;
- Established behavioural science principles including:
- behaviour is learnt and therefore replacement behaviours can be taught;
- behaviour is lawful and predictable;
- behaviour occurrences are affected by system and environmental factors that interact with biophysical characteristics of the individual; and
- adult behaviour significantly influences student behaviour;
- Research-validated practices, interventions, strategies and curriculum to achieve goals and outcomes;
- Multiple sources of data to guide decisions and priorities regarding systems and practices staff should select and/or adopt to achieve outcomes; and
- Multiple opportunities for ‘student voice’.
How it Works – Components of pb4L
The PB4L framework incorporates a three-tiered continuum system of both academic outcomes and behaviour support for all students – comprising universal, targeted and intensive support.
Universal prevention for all students – systems and practices that include differentiated approaches that meet the needs of all students, and are implemented consistently across all school settings, non-classroom and classroom.
Targeted interventions for some students with identified additional needs – achieved through specific programs and targeted support.
Intensive individualised interventions for a few students with identified substantial and extensive needs – achieved through targeted intensive support, and case collaboration.
CONTACT for Positive Behaviours for Learning