Student Wellbeing


Student Wellbeing and School-wide Positive Behaviour Support


Monash SDS is committed to SWPBS as it helps create and maintain a positive, safe and supportive learning environment.
SWPBS is an important element in increasing the wellbeing of our students. It is shown that when SWPBS is well implemented, students benefit from:

  • improved social-emotional wellbeing
  • positive and respectful relationships among students and staff
  • a predictable learning environment with improved perceptions of safety and increased attendance
  • increased respectful and positive behaviour

The following is an overview of how SWPBS is implemented across the school.


There are three tiers of SWPBS behavioural systems as shown to the right.  This overview will focus on the tier 1 (green) universal systems in place across the school. These systems define and teach consistent behavioural expectations and reward appropriate and expected behaviours - this results in reduced behavioural problems.



  • 3 Expectations – Do Your Best, Help Others Succeed, Respect Your Environment - These are outlined in our behaviour matrix 





These expectations  are further demonstrated in the video below






  • Flood students with opportunities to practise routines or interventions
  • TELL STUDENTS WHAT YOU WANT THEM TO DO – not what you do not want them to do.
  • Redirect – When you have the opportunity, redirect students without mentioning the undesired behaviour. Do so at an appropriate distance. Do not invade the student’s personal space.
  • Be aware of the intent to control vs the intent to support. We are supporting our students in their learning.
  • Your greatest preventative tool is building a positive and predictable relationship with the students.



  • We need to PRAISE the child for any approximation of the desired behaviour, not only the final result.
  • Catch them being good. At school we acknowledge this by presenting a ticket and labelling the desired behaviour.
  • The best reward you can provide is your animation and affect.
  • Some of our students require extrinsic motivators e.g toys, food. These are unique to the child and their interests. We must always make a big deal about what they have completed, not what they have been motivated by.
  • Keep language the same and simple.

Our students may display behaviours of concern for a number of reasons.

  • Avoid/Access: The individual behaves in order to get access to or to avoid something (e.g avoid or access adult attention, avoid or access tangible object)
  • It is important to think about what is motivating the student to behave in that way so we don’t accidentally reinforce undesirable behaviour.
  • Sensory Stimulation: The individual behaves in a specific way because it feels good to them.


When responding to undesirable behaviour our aim is to have the student reengaged in learning as quickly as possible and behaving in a socially appropriate manner

  • Always use a quiet, calm and neutral voice.
  • Do not acknowledge undesirable behaviour.
  • Be aware of triggers
  • Whilst maintaining active supervision, respond in a neutral manner to attention seeking behaviours that are not putting any individual at risk of harm.
  • Respond by redirecting the student to what they should be doing, rather than labelling the undesirable behaviour
  • Give the student time to process the instruction.



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