PB4L = Positive Behaviour for Learning
Our School Rule: Respect Self, Others and the Environment
The principles behind PB4L
Positive Behaviour for Learning (PB4L) represents a major shift in managing disruptive behaviour by students in our education system.
- Positive behaviour is a prerequisite to improving the engagement and achievement of our children and young people.
- Positive behaviour can be learnt, and difficult and disruptive behaviour can be unlearnt.
- Individual children are not a ‘problem’ – we need to change the environment around them to support positive behaviour.
- Punishing and isolating children doesn’t bring about long-term and sustainable changes in behaviour.
- We need to concentrate on a small number of evidence-based programmes and frameworks that we know work.
- There are no quick fixes. Behaviour change takes time.
Where PB4L came from
Positive Behaviour for Learning reflects the priorities for action agreed by over 150 people who attended the Taumata Whanonga – from evidence to action. This behaviour summit was held in March 2009 and shared current research and practice evidence around behaviour. Through the summit it was agreed that the Government needed to develop a plan and support programmes and initiatives that:
- intervene early in the life of the child and the life of the problem
- are strongly evidence based
- can be delivered with fidelity and with
- consistent quality across the country
- can be sustained over the long term.
The difference PB4L will make
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Children and young people will be more engaged and will achieve at school.
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Educators will keep more children and young people at school, will feel confident and will feel supported in addressing behaviour problems.
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Parents and whānau will have confidence and strategies to build positive relationships with their children.
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School leaders and boards will monitor and improve approaches to build a positive culture and increase engagement of their students.
