This resource supports teacher and school needs by providing:

• high quality resources to support implementation of prevention focussed, positive behaviour care continuum
• supports for all students at their point of need

This resource contributes towards the key areas of providing schools, teachers, students and parents with the supports and resources needed to understand the Care Continuum, including a resource hub through:

• understanding of the care continuum for prevention, early intervention, targeted intervention and individual intervention
• using principles of good practice in behaviour support
• providing information for parents, carers and the community to develop meaningful engagement and partnerships to better support their children.

Professional audience

School leaders and teachers across all school settings.

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

Student audience

All students P-12.

When to use

To better understand the Care Continuum, including prevention, early intervention, targeted intervention, and individual intervention. There are different entry points for each student depending on their level of need. An intervention can begin at any point across the continuum.

Timeframes

Can be used at any time when teachers require information to better support student behaviour.

System priorities and/or needs

This resource aligns with:

• the Premier’s Priorities to improve outcomes in literacy and numeracy and HSC attainment.
• the New South Wales Department of Education’s strategic outcomes of improving academic achievement and wellbeing, students reporting a sense of belonging, expectations for success and advocacy at school.
• need identified by Delivery Support to build teacher capacity in understanding the Care Continuum..

School Excellence Framework

• Learning domain – Wellbeing (Caring for students, A planned approach to wellbeing, Individual learning needs, Behaviour).
• Teaching domain - Effective classroom practice (Classroom management).

Relevant frameworks

• NESA syllabus documents – personal and social capabilities in all K-10 syllabi, and PDHPE K-10 syllabus Health Wellbeing and Relationships content strand outcomes.
• Australian Professional Standards for Teachers.
  • Standard 4, particularly 4.1, 4.2, 4.3, 4.4
• Disability Standards for Education 2005.
• Wellbeing Framework - behaviour, discipline and character education.
• Achieving School Excellence in Wellbeing and Inclusion.
• School Success Model – 3 – Types of support for schools.

Existing resources

• Behaviour support toolkit resources and professional learning.
• Student Behaviour Policy Kindergarten to Year 12.
• Student Behaviour Procedures Kindergarten to Year 12.
• Bullying of Students – Prevention and Response.

Consulted with: Delivery Support team, Aboriginal Partnerships and Outcomes, Inclusion and Wellbeing as part of the development of the behaviour support toolkit. 

Reviewed by: Behaviour Services

Last updated: July 2022 

Review date: December 2022 

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Cason-Clemons, D. (2020). A systemic review of the influence of Positive Behavior Intervention Support (PBIS) on student behavior. Trevecca Nazarene University ProQuest Dissertations Publishing. 2020. 27955528. https://www.proquest.com/openview/8c547fd72b89a0df5d04333d66480f00/1?pq-origsite=gscholar&cbl=18750&diss=y.

Centre for Education Statistics and Evaluation. (2020). What works best: 2020 update. NSW Department of Education. https://www.cese.nsw.gov.au/images/stories/PDF/What-works-best-2020-update.pdf

Centre on Positive Behavioral Interventions & Supports. (2022). Positive behavioral interventions and supports, www.pbis.org.

Centre on Positive Behavioral Interventions & Supports. (2022). Supporting and responding to students’ social, emotional and behavioral needs: evidence-based practices for educator, https://assets-global.website-files.com/5d3725188825e071f1670246/626c27c785879e08c1a7c8ea_Supporting%20and%20Responding%20to%20Students%E2%80%99%20Social%2C%20Emotional%2C%20and%20Behavioral%20Needs.pdf

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Goss, P., & Sonneman, J. (2017). Engaging students. Creating classrooms that improve learning. https://grattan.edu.au/wp-content/uploads/2017/02/Engaging-students-creating-classrooms-that-improve-learning.pdf

Hahn, R., Fuqua-Whitley, D., Wethington, H., Lowry, J., Crosby, A., Fullilove, M., Johnson, R., Liberman, A., Moscicki, E., Price, L., Snyder, S., Tuma, F., Cory, S., Stone, G., Mukhopadhaya, K., Chattopadhyay, S., Dahlebrg, L. (2017). Effectiveness of universal school-based programs to prevent violent and aggressive behaviour: A systematic review, American Journal of Preventive Medicine, 33(2), p114-129.

NSW Ombudsman. (2017). NSW Ombudsman Inquiry into behaviour management in schools. https://www.parliament.nsw.gov.au/la/papers/Pages/tabled-paper-details.aspx?pk=71578&houseCode=la

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.

Solomon, B. G., Klien, S. A., Hintze, J. M., Cressey, J. M., Peller, S. (2012). A meta-analysis of school-wide positive behavior support: an exploratory study using single-case synthesis. Psychology in the Schools, 49(2), 105-121. https://doi.org/10.1002/pits.20625