School Wide Positive Behaviour Support (SWPBS)

Our behaviour processes are guided by the ‘DOBCEL Behaviour Management Policy and Procedures’ and the 'CECV Positive Behaviour Guidelines’ which are both available on our school website.

School Wide Positive Positive Behaviour Supports (SWPBS) is an approach to discipline and behaviour management which emphasises whole-school systems of support that include proactive strategies for defining, teaching and supporting appropriate student behaviours to create positive school environments.

In the past, school-wide discipline measures have focused on reacting to misbehaviour. SWPBS requires the school to introduce, model and reinforce positive social behaviours. Research has shown that teaching consistent behavioural expectations and rewarding children for following them is a more positive and effective approach than waiting for misbehaviour to occur and then responding. At Sacred Heart, a SWPBS school, appropriate behaviour is the norm and all students know the school rule: 

At Sacred Heart we are:

• Respectful
• Responsible
• Safe

At Sacred Heart, we are committed to the development of the personal and social capabilities of our students. Social and Emotional Learning, SEL as it is often called, is defined as:

“…a process for helping children and even adults develop the fundamental skills for life effectiveness. SEL teaches the skills we all need to handle ourselves, our relationships and our work effectively and ethically. Teaching SEL skills helps create and maintain safe, caring learning environments.” Collaborative for Academic, Social, and Emotional Learning (CASEL)

As part of our SWPBS and our SEL focus we strive to take on an educative approach to behaviour and emotional regulation like what we do with academic areas. 

 “Behaviour is shaped by the total sum of regular and frequent lessons that create small but meaningful changes over a long and sustained period of time.” Wilson McCaskill.

We call our educative approach Behaviour Education and Self Management (BESM). BESM is a school community responsibility. Students, parents and teachers need to have a clear understanding of what is expected in regards to how we treat each other and to ensure a welcoming learning environment that is supportive and safe. We strongly believe that BESM supports students by developing the fundamental skills for life effectiveness. Teaching the skills we all need to handle ourselves, our relationships, and our work effectively and ethically.  These skills include recognising and managing our emotions, developing caring concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations constructively. They are the skills that allow children to calm themselves when angry, make friends, resolve conflicts respectfully, and make strong and safe choices.  Our approach to behavioural issues will often involve reflective practices as part of the educative process.

Our school has policies regarding behaviour management and strategies for preventing and/or responding to bullying behaviours and serious offences. These policies and strategies are based on government and Diocesan requirements.