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Positive Behaviour for Learning


Our Positive Behaviour Framework

PB4L stands for Positive Behaviour for Learning. The numeral four is used to highlight the importance of addressing all four areas of learning and development: Mental, Social, Physical and Spiritual. At Gilson College, we foster a culture where respectful, responsible and resilient behaviour promotes excellence in a Christian environment.

As 21st-century educators, we realise that excellent behaviours must be taught and learnt like any other school subject. PB4L is an evidenced-based, organisational framework for behaviour support to enhance respectful relationships and engagement of students in their learning. It encompasses a broad range of systemic and individualised strategies, agreed practices and common language, for achieving important social and academic outcomes for all students. This framework is an integral component of our wellbeing strategy, which articulates the need for schools to ‘play an active role in building a positive learning environment where the whole school community feels included, connected, safe and respected’.

School Resources

Expected behaviours that are explicitly taught and encouraged are displayed in the matrix under the headings of our focus values: Respect, Responsibility and Resilience. This behaviour management program focuses on identifying and acknowledging positive behaviours to reinforce and encourage them.

Details of the Behaviour Management System are outlined in the following College Policy document:

The Research Foundations of PB4L

PB4L provides students, staff and the community with a structure, processes, tools and a mindset for personal wellbeing and improvement in learning, based on:

  • An emphasis on operationally defined and valued outcomes for all students across all school settings;
Established behavioural science principles including:
  • behaviour is learnt and therefore replacement behaviours can be taught;
  • behaviour is lawful and predictable;
  • behaviour occurrences are affected by the system and environmental factors that interact with the biophysical characteristics of the individual; and
  • adult behaviour significantly influences student behaviour;
Research-validated practices, interventions, strategies and curriculum to achieve goals and outcomes; Multiple sources of data to guide decisions and priorities regarding systems and practices staff should select and/or adopt to achieve outcomes; and Multiple opportunities for ‘student voice’.

PB4L Tiered Approach

The PB4L framework incorporates a three-tiered continuum system of both academic outcomes and behaviour support for all students – comprising universal, targeted and intensive support.

  • TIER 1

    Universal prevention for all students – systems and practices that include differentiated approaches that meet the needs of all students, and are implemented consistently across all school settings, non-classroom and classroom.

  • TIER 2

    Targeted interventions for some students with identified additional needs – achieved through specific programs and targeted support.

  • TIER 3

    Intensive individualised interventions for a few students with identified substantial and extensive needs – achieved through targeted intensive support, and case collaboration.

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