School Wide Positive Support Focus – RESPECT at Staughton College

This year our School Wide Positive Behaviour Support Team is focusing on respect across our school community. When we treat each other with respect everyone in the community can feel safe, supported and engaged. We believe that there are many respectful relationships within our school community, inside and outside the classroom, at school and at home. We also believe that developing respectful relationships is always an area we should continue to focus on and try to improve. Respect within our community is evident in how we:

  • Speak, listen and behave towards each other
  • Care for, and understand ourselves
  • Seek to understand each other, including celebrating the diversity of our community

Term Focus

This term, the School Wide Positive Behaviour Support Team is focusing on two elements of our Student Behaviour Matrix across our school community.

Our focuses for the term focus on Respect and Effort.

RESPECT: ‘I demonstrate respectful behaviour by adhering to classroom rules and expectations’

Having a calm, predictable, and orderly learning environment is a precursor to improved student connectedness and learning in classrooms.


Research has shown many benefits to having clear rules and expectations including:

  • Students feeling more connected in a predictable environment where they understand what is going to happen and why.
  • A greater clarity for students about what they are expected to do leads to more opportunity for students to become actively involved in their learning.

What does this look like?

  • Listening to and following teacher instructions
  • Following classroom norms and routines
  • Keeping rooms quiet and orderly
  • Keeping rooms tidy
  • Not disturbing the learning of others with inappropriate behaviour


EFFORT: ‘Seeking Feedback and initiating teacher and/or peer feedback’


During this term, we are also focusing on teaching students the importance of effort and how best to seek feedback and conferences from teachers and peers to improve. To reinforce effort, teachers must ensure students know what is expected of them, how to get feedback, how to get to the next step and to believe in their abilities to be successful in the class. Only then can students be expected to care about their own efforts with a subject.


What does this look like?

Feedback can take many forms, including;

  • Formal teacher feedback whereby student and teacher reflect on learning with the help of Unit rubrics
  • Informal feedback, whereby a teacher might have a quick check in with a student
  • Written feedback and marks on assessment tasks
  • Peer feedback. Students are also encouraged to seek feedback from peers. This practice is embedded in many lessons but can always be initiated between students at any time. Receiving feedback from fellow students can have huge benefits and enhance a feeling of community.

Research has shown many clear benefits to the value of feedback for improving student outcomes. Students who are given feedback and undertake teacher and peer conferences are more likely to persevere during challenges and reflect on improvements they could make in the future.



School-Wide Positive Behaviour Support (SWPBS) is a whole-school framework that provides an approach to promote positive behaviour at school. It is an evidence-based approach to teaching students positive behaviour. Research has shown that SWPBS programs are successful in increasing positive behaviour, improving school culture, and increasing academic performance. Rewarding the behaviours we want to see is an important way of increasing their frequency.