The Competing behaviour pathway guide offers a comprehensive overview of how to effectively address challenging behaviours within the Positive Behaviour for Learning (PBL) framework. It serves as a structured guide for educators to identify and understand the factors that lead to behaviours that compete with expected positive behaviours in students.

Using this guide supports staff to analyse the underlying causes of challenging behaviours. By mapping out the circumstances and triggers that influence these behaviours, educators can develop targeted interventions that promote positive behaviour change. This approach not only helps in addressing immediate behavioural issues but also fosters a deeper understanding of students' needs, ultimately contributing to a more supportive and inclusive learning environment.

Incorporating the Competing behaviour pathway guide into educational practice enhances the ability of teachers to implement proactive, evidence-based strategies that encourage social and emotional development among students. This aligns with the overarching goals of the PBL framework, which aims to create positive, safe, and engaging learning experiences for all students.

Professional audience

School leaders and teachers across all school settings, particularly the learning and support team and learning and support teachers.

This resource can be used without assistance, as a stand-alone resource and/or linked to professional learning.

Student audience

All students P-12.

When to use

When investigating why behaviour(s) of concern are occurring to examine the function of behaviour and to map possible courses of intervention.

Timeframes

Can be used at any time when individual students require additional assistance.

System priorities and/or needs 

This resource aligns with:

• Our Plan for NSW Public Education’s direction and priorities of strengthening student wellbeing and development and advancing equitable outcomes, opportunities and experiences.

• need identified by Student Wellbeing Support, particularly Behaviour Specialists, to build teacher capacity to adopt a functional approach to student behaviour

• identified needs in the three key areas of practice, support and ongoing improvement.

School Excellence Framework

• Learning domain – Wellbeing (Individual learning needs, Behaviour) 

• Teaching domain - Effective classroom practice (Classroom management).

Relevant frameworks

• Australian Professional Standards for Teachers

• Standard 1, particularly Standard 1.2, 1.4, 1.6

• Standard 4, particularly 4.1, 4.3, 4.4 

• Disability Standards for Education 2005

• Wellbeing Framework - Behaviour, discipline and character education 

• Achieving School Excellence in Wellbeing and Inclusion

Existing resources

• Behaviour support toolkit resources, particularly Understanding Behaviour; and professional learning, particularly Introduction to Functional Behaviour Assessment.

• Student Behaviour Policy.

• AERO Foundational classroom management resources handbook

Consulted with: Student Wellbeing Support

Reviewed by: Student Participation

Last updated: June 2025

Australian Government. (2005). Disability Standards for Education 2005. https://www.education.gov.au/disability-standards-education-2005

Australian Institute for Teaching and School Leadership (AITSL) (2014). Australian professional standards for teachers.  http://www.aitsl.edu.au/australian-professional-standards-for-teachers. 

Centre for Education and Statistics and Evaluation (2020). Classroom management - Creating and maintaining positive learning environments, NSW Department of Education.  https://www.cese.nsw.gov.au/publications-filter/classroom-management. 

Cooper, J.O., Heron, T.E., & Heward, W.L. ((2020). Applied Behavior Analysis, Third Edition. Pearson Education Inc.

Department of Education, S. and E.-D. Library. (2020, February 18). The Alice Springs (Mparntwe) Education Declaration | Department of Education, Skills and Employment - Document library, Australian Government. https://docs.education.gov.au/documents/alice-springs-mparntwe-education-declaration. 

Horner, R. H., & Sugai, G. (2020). School-wide Positive Behaviour Support: A research-based guide. In Handbook of School Mental Health (pp. 211-226). Springer. doi:10.1007/978-3-030-46003-1_13

McIntosh, K., & Goodman, S. (2021). Integrating mental health and school-wide positive behaviour interventions and supports: Lessons learned from the field. Journal of Positive Behaviour Interventions, 23(4), 227-235. doi:10.1177/10983007211008003

Missouri Department of Elementary and Secondary Education. (2018). Missouri Schoolwide Positive Behavior Support (2019-2020) Tier 3 Team Workbook.  https://pbismissouri.org/tier-3-workbook-resources/External link 

Pearce, N., Cross, D., Epstein, M., Johnston, R., & Legge, E. (2019) Strengthening school and system capacity to implement effective interventions to support student behaviour and wellbeing in NSW public schools: An evidence review. Telethon Kids Institute: Perth, Western Australia.

Peddie, B., Kelly, M., Greengard, T., Whiting, C., & Richardson, S., (2024). Foundational classroom management resources handbook. Australian Education Research Organisation.

Roberts, M. L. (2017). The competing behavior pathway model: Developing functionbased supports for students with problem behavior. Social Innovations Journal, 39(9), 1-7.

Samudre, M. D., Ackerman, K. B., & Allday, Allan. (2020). A systemic review of general educator training with Functional Behavior Assessments, Journal of Disability Policy Studies, 31(1).

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2021). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 44(3), 203-224. doi:10.1353/etc.2021.0025

Yunji, J., & Copeland, S. (2019). Comparing Functional Behaviour Assessment-Based interventions and non-functional behaviour interventions: A systematic Journal of Behavioural Education, 29(1), 1-41.