Positive Behaviour for Learning (PBL)

Supporting Student Behaviour, Wellbeing and Learning at Torbanlea State School

At Torbanlea State School, we use Positive Behaviour for Learning (PBL) as our whole‑school approach to supporting positive behaviour, wellbeing and engagement in learning.

PBL is an evidence‑based, Queensland Department of Education supported framework used in many state schools. It provides a consistent and proactive way to teach, model and reinforce expected behaviours, creating a safe, respectful and productive learning environment for all students. 

What is Positive Behaviour for Learning (PBL)?

Positive Behaviour for Learning (PBL) is a school‑wide, instructional approach to behaviour. Just as we explicitly teach academic skills, PBL recognises that positive behaviour and social skills must also be taught, practised and reinforced.

PBL:

• Focuses on prevention rather than punishment
• Uses consistent expectations across all school settings
• Is based on data‑informed decision making
• Is implemented by all staff, including teachers, teacher aides, specialist staff, relief teachers and support staff

This consistency ensures students experience the same expectations, language and responses wherever they are in the school.

PBL and Our Multi‑Tiered System of Support (MTSS)

At Torbanlea State School, PBL sits within our whole‑school Multi‑Tiered System of Support (MTSS), which integrates:

• Academic learning
• Social and emotional wellbeing
• Behaviour support

This ensures students receive the right level of support, at the right time, based on their needs. 

Tier 1 – Universal Support (All Students)

Tier 1 is the foundation of PBL and applies to all students.

This includes:

• Clear, positively stated school‑wide expectations
• Explicit teaching of expected behaviours
• Consistent routines and boundaries
• High rates of positive acknowledgement
• Active supervision in classrooms and playgrounds

Strong Tier 1 practice supports the success of the majority of students and reduces the need for additional intervention.

Tier 2 – Targeted Support (Some Students)

Some students may require additional, targeted support if they are not responding to Tier 1 strategies alone.

Tier 2 supports may include:

• Small‑group social skills programs
• Check‑in/check‑out systems
• Targeted behaviour or wellbeing supports
• Increased monitoring and feedback

These supports are coordinated through our Student Support Services (SSS) processes and are implemented alongside ongoing Tier 1 supports.

Tier 3 – Intensive Support (Few Students)

A small number of students may require individualised and intensive behaviour support.

Tier 3 supports:

• Are highly personalised
• Are developed collaboratively with families
• May involve specialist support and behaviour planning
• Are closely monitored and regularly reviewed

Tier 3 intervention is always implemented in addition to Tier 1 and Tier 2 supports, not instead of them. [behaviour....qld.gov.au]

Our School‑Wide Behaviour Expectations

Torbanlea State School’s expectations are:

• Respect
• Safety
• Self Responsibility
• Effort​

These expectations:

• Are displayed across classrooms and school spaces
• Are explicitly taught through classroom lessons and assemblies
• Are reinforced using consistent language and visuals
• Guide both positive acknowledgement and responses to behaviour

Our expectations help students understand what positive behaviour looks and sounds like in different settings.

Teaching and Reinforcing Positive Behaviour

PBL lessons are planned using school behaviour and wellbeing data, allowing us to focus on:

• Areas of need across the school
• Social and emotional learning priorities
• Behaviour expectations requiring reinforcement

Families and the wider community are kept informed through:

• Fortnightly PBL updates on Class DoJo
• School Facebook posts
• Information shared on the school website

Responding to Behaviour in a Consistent Way

When students experience difficulty with behaviour, staff respond using a consistent, school‑wide framework.

This approach:

• Treats behaviour as a learning opportunity
• Applies fair and logical consequences
• Considers individual student needs and circumstances
• Aligns with Inclusive Education and SSS processes

Consistency across staff helps students feel safe, supported and clear about expectations.

Recognising and Rewarding Positive Behaviour

Torbanlea State School has systems in place to acknowledge and reinforce positive behaviour.

Within classrooms, students may receive:

• Verbal praise and feedback
• Stickers, stamps or small rewards
• Recognition through class reward systems

Positive acknowledgement is a key part of PBL and helps strengthen desired behaviours by reinforcing effort, responsibility and positive choices. 

Working Together

PBL works best when schools and families work in partnership. We encourage parents and carers to:

• Talk with children about school expectations
• Reinforce positive behaviour at home
• Communicate with teachers when concerns arise

Together, we can support students to develop the skills, behaviours and confidence they need for success at school and beyond.

✅ Policy‑Aligned Summary Statement ​

Positive Behaviour for Learning at Torbanlea State School is embedded within our Inclusive Education and Multi‑Tiered System of Support, ensuring consistent, proactive and equitable support for students’ academic, social, emotional and behavioural development.​