Positive Behaviour for Learning (PBL) is an evidence-based, whole-school approach that supports students to develop positive behaviours, strong relationships and a safe learning environment.
At Carbrook State School, Positive Behaviour for Learning (PBL) underpins our approach to student behaviour and wellbeing. PBL is an evidence-based, multi-tiered system of support that provides proactive strategies to teach, reinforce and support positive behaviour for all students.
At Carbrook State School, Positive Behaviour for Learning (PBL) operates as a multi-tiered system of support, ensuring that all students receive the level of guidance and intervention they need to be successful at school. This framework provides different layers of support, ranging from whole-school strategies for all students through to more targeted and intensive supports for students who require additional assistance.
Tier 1 – Universal Support (All Students)
The first level of support is provided to all students across the school. At this level, expected behaviours are explicitly taught, modelled and practised through targeted behaviour lessons and consistent classroom and playground routines. Positive behaviours are reinforced through systems such as Carby Coins and Fair Play tokens, which acknowledge students who demonstrate the school expectations of being respectful, responsible, safe and a learner. Weekly social skills lessons informed by the Play is the Way program also support students to develop emotional regulation, resilience and positive relationship skills.
Tier 2 – Targeted Support (Some Students)
Some students may require additional support to meet behaviour expectations. At this level, students may participate in small group interventions, additional check-ins with staff, or targeted behaviour support strategies. These supports are informed by behaviour data and observations to ensure that strategies address the specific needs of students.
Tier 3 – Intensive Support (Individual Students)
A small number of students may require individualised and intensive support. At this level, personalised behaviour support plans may be developed in consultation with families, support staff and external agencies where appropriate. These plans provide clear strategies to support the student’s learning, wellbeing and behaviour across the school day.
By using this multi-tiered approach, Carbrook State School ensures that behaviour is supported proactively and consistently. The framework allows staff to use data to identify trends, provide early support and ensure that every student has the opportunity to feel safe, supported and successful in their learning environment.
Through this framework, schools create consistent expectations, use behaviour data to inform decisions and provide additional levels of support for students who require it. Rather than focusing only on responding to challenging behaviour, PBL emphasises explicitly teaching and reinforcing the behaviours we expect to see across all areas of the school.
Through consistent expectations, clear routines and regular acknowledgement of positive behaviour, students learn the social and emotional skills needed to be successful learners and respectful members of the school community. Staff work together to model, teach and reinforce these expectations in classrooms, playgrounds and shared spaces.
Please see our whole school routines and expectations below:
PBL is grounded in research and uses school data to guide decision-making. By analysing behaviour data, schools can identify trends, respond early to emerging concerns and implement targeted supports for students who may need additional guidance. This proactive, preventative approach helps ensure that all students feel safe, supported and ready to learn.
How we celebrate success?
At the end of each term, students celebrate their positive behaviour and achievements by participating in a range of special activities. These activities are selected through student voice, with students nominating the types of experiences they would enjoy as part of the celebration.
Students use the Carby Coins they have earned throughout the term to access these activities. The more Carby Coins students earn by demonstrating our school expectations of being respectful, responsible, safe and a learner, the more activities they are able to participate in during the celebration.
This approach encourages students to consistently demonstrate positive behaviours and reinforces the connection between making positive choices and celebrating success as part of our school community.