Leading PBL

PBL involves schools using an evidenced-based problem-solving framework. This framework supports the development of a planned whole-school approach to wellbeing and a school culture strongly focused on learning.

These Essential Components will help address inappropriate behaviour in schools and create the context for learning. They are the foundation for implementation across all three tiers of PBL

Outcomes are locally determined and are contextually relevant, measurable and achievable. These include social, emotional, behavioural and academic outcomes for children and young people and are embraced by all staff and families.

Practices are student-focused. Once the desired outcomes are established, the school identifies the evidence-based practices, strategies and interventions that support students. These practices should be based on the school’s needs, be relevant, effective, and efficient. They are research-based, and embrace a positive, proactive, and instructional philosophy.

Data includes information that is used to identify the current status, the need for change and to evaluate the impact and effect of interventions or practices. Data on student behaviour, academic performance, attendance and other key indicators is considered by the team. By reviewing data frequently, school teams can make decisions to select, modify or discontinue practices based on need.

Systems are staff focused. It is the formalisation of procedures that support all staff to enable the accurate and sustainable implementation of practices to support students. It can include strategic decisions around the use of resources including personnel, funding, policies and training.

Additional support can be found on these pages:


  • Teaching and learning

Business Unit:

  • Inclusion and Wellbeing
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