SWPBS

School-wide positive behaviour support (SWPBS) is a framework that brings together school communities to develop positive, safe, supportive learning cultures.

SWPBS assists schools to improve social, emotional, behavioural and academic outcomes for children and young people.

When SWPBS is implemented well, teachers and students have more time to focus on relationships and classroom instruction. Students and staff benefit from:

• increased respectful and positive behaviour

• increased time focused on instruction

• improved social-emotional wellbeing

• positive and respectful relationships among students and staff

• increased adoption of evidence-based instructional practices

• a predictable learning environment with improved perceptions of safety and increased attendance

SWPBS identifies and teaches replacement skills and builds relationships. It relies primarily on positive approaches and has a goal of sustained results achieved over time. SWPBS is not limited to any particular group of students, it’s for all students (Sugai, 2005)

Key Features of SWPBS at SAS

Implementation of SWPBS requires commitment by the whole school community, particularly from the principal and leadership group. Expected behaviours at Southern Autistic School are based on our three values: I Belong, I am Safe, I am a Learner. A matrix has been developed by the school of expected behaviours for different locations across the school in relation to these values. These are: We will always, When we are out and about, When we are working, When we are private, When we are moving, When we are playing. Members of the whole school community have contributed to the creation of our matrix.

Each of the behaviours on the matrix are explicitly taught to students across the school.