SWPBS & BSEM
School-Wide Positive Behaviour Support (SWPBS) and the Berry Street Education Model
At our school, School-Wide Positive Behaviour Support (SWPBS) works hand-in-hand with the Berry Street Education Model to support children’s wellbeing, behaviour and learning.
Both approaches are grounded in the understanding that children learn best when they feel safe, connected and supported.
How SWPBS and Berry Street work together
SWPBS provides a clear, consistent framework for teaching positive behaviour across the whole school, while the Berry Street Education Model supports children to regulate their emotions, build relationships and develop resilience.
Together, they help us:
- Create predictable routines and expectations
- Teach children the skills they need to manage emotions and behaviour
- Respond to behaviour with empathy and understanding
- Support children who may have experienced stress, trauma or adversity
What this looks like for students
Children are explicitly taught what positive behaviour looks like in different settings — classrooms, playgrounds, assemblies and transitions — using our school values of Kindness, Courage and Connection.
Alongside this, Berry Street strategies help children:
- Feel safe in their bodies (self-regulation and calm)
- Build strong relationships with peers and adults
- Develop stamina, confidence and persistence
- Understand and name emotions
Students practise these skills daily through routines, movement breaks, breathing strategies, and supportive classroom environments.
Responding to behaviour with care
We understand that behaviour is often a way children communicate how they are feeling. When challenges arise, staff use Berry Street trauma-informed strategies alongside SWPBS to respond calmly and consistently.
Rather than punishment, we focus on:
- Helping children understand what happened
- Supporting emotional regulation
- Repairing relationships
- Teaching skills for next time
This approach helps children feel safe, learn from mistakes and build lifelong social and emotional skills.
Supporting all learners
Some children may need extra support, personalised strategies or reasonable adjustments. Using SWPBS and Berry Street together allows us to respond flexibly while remaining consistent across the school.
This is particularly supportive for:
- Neurodivergent learners
- Children experiencing anxiety or stress
- Students who need help with emotional regulation or social skills
Working in partnership with families
Families play an important role in supporting children’s wellbeing. We aim to work closely with parents and carers by:
- Using shared language around behaviour and emotions
- Communicating openly about wellbeing needs
- Partnering with families and, where appropriate, allied health professionals
When children receive consistent messages at school and at home, they feel more secure and confident.
Why this matters
By combining SWPBS and the Berry Street Education Model, we are building a school culture where:
- Wellbeing comes first
- Behaviour is taught, not punished
- Children feel safe, valued and connected
- Learning and resilience grow together
When children feel regulated, supported and understood, they are better able to engage, learn and thrive.