Positive Behaviour for Learning (PBL) is a school-wide behaviour initiative currently in use at Marayong Heights PS. It employs a whole school systems approach to address problem behaviour and reduce its effects on student outcomes and on the school community as a whole. PBL encourages positive behaviour from students, which has been shown to improve their self-concept and motivation to learn.
What effects are evident from students' behaviour, motivation, self-concept and learning?
While schools' levels of compliance with PBL implementation were high, there were only modest indications of effects on learning as demonstrated through improvements in motivation and academic self-concept. As PBL implementation moves into the next phase where classroom practices are a focus, further opportunities for assessing the effects of PBL on student learning should be followed up.
School-wide improvement in behaviour management processes was found in schools at all phases of implementation of PBL, with the greatest improvement noted in primary schools and in schools that had been implementing PBL for a longer period of time.
How does the implementation of PBL impact on the attitudes of school staff, students and parents to learning and behaviour?
Overall, PBL has impacted positively on attitudes of the school community towards behaviour and learning. Some teachers have moved from an individual view of behavioural management towards a systemic, school-wide approach. School staff and some parents have adopted a more positive view of strategies used to promote desirable behaviour among students. To a certain extent, there were also perceptions that students' attitudes towards academic work had also improved.