The care continuum
The care continuum facilitates the implementation of a whole-school, prevention-focused, and positive approach to behaviour support to meet the needs of all students.
Interventions for all, some and individual students
Students may require different types of intervention delivered in different ways along a continuum of care - from prevention to intensive individual support to best meet their needs. Schools can also access universal, guided and strategic support for behaviour through the School Success Model.
The continuum of care includes interventions for:
- all students
- some students
- a few students
Applying the care continuum
For more detailed information about the care continuum and how to apply it please refer to the Applying the Care Continuum webpage.
Information about this resource
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.
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.
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.
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..
- Learning domain – Wellbeing (Caring for students, A planned approach to wellbeing, Individual learning needs, Behaviour).
- Teaching domain - Effective classroom practice (Classroom management).
- 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.
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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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
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